A different lens : a qualitative multiple-case study exploring the interrelationships between environmental, personal, and behavioral determinants and STEM perspectives for middle-school girls.

Middle-school girls participate in science, technology, engineering, and mathematics (STEM) programs less often than middle-school boys, especially computer science and engineering-related courses (Charlesworth & Banaji, 2019). Establishing why these girls do not participate in STEM programs and STEM-related classes remains an enigma. Key stakeholders must understand the environmental and personal determinants influencing middle-school girls' perspectives about STEM and how these perspectives influence the behavioral determinants of participation in STEM programs and STEM self-efficacy. This understanding is the catalyst for increasing the number of girls participating in STEM-related programs and classes. This qualitative multiple-case study acknowledged the problems associated with middle-school girls' perspectives on STEM, their choices about STEM participation, and STEM self-efficacy. Participants shared their views on how environmental, personal, and behavioral determinants influenced their perspectives of STEM in this qualitative multiple-case study. This research design examined the phenomenon of STEM perspectives subjectively from each carefully selected participant's point of view. Data collected from focus groups, individual interviews, and reflective journals provided insight into the influencing determinants of STEM perspectives. The participants lived in five states and attended middle school. Two participants identified as females of color. Emerging themes provided rich narratives that detailed the participants' decisions about their participation in STEM programs and explained how they formed STEM self-efficacy. Bandura's (1986) social cognitive theory was the theoretical framework that guided the research questions' development. The environmental determinants examined included gender, race, family, teacher, and peer influences. The personal determinants included a sense of belonging and confidence. This study examined STEM self-efficacy and the decision to participate in STEM programs as specific behaviors influenced by environmental and personal determinants. Key stakeholders must work together to develop collaborative partnerships to bring changes to STEM programs that encourage middle-school girls to participate. These partnerships provide opportunities for key stakeholders to eliminate negative gender and racial stereotypes about STEM, support and encourage academic success, and reduce personal and organizational barriers impeding engagement in STEM programs. By encouraging and supporting academic success, these strategies also improve middle-school girls' confidence in STEM-related classes, leading to improved STEM self-efficacy and a sense of belonging in STEM.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Doctoral

Grantor

Baylor University.

Year dc:date.issued

2023

Author dc:creator

• Gasaway, Kimberly R., 1964-

Advisor dc:contributor.advisor

• Jones Davis, Brenda K., 1971-

• Middle-school girls in science, technology, engineering, and math (STEM)
• Science, technology, engineering, and math (STEM) participation.
• Science, technology, engineering, and math (STEM) self-efficacy.
• Social cognitive theory.
• Environmental determinants.
• Personal determinants.
• Behavioral determinants.

Statement dc:rights

• Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission.

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/2104/12936

OAI identifier oai:identifier

oai:baylor-ir.tdl.org:2104/12936