{"id":{"repo_id":"texas-state","oai_identifier":"oai:digital.library.txst.edu:10877/19349"},"canonical_url":"https://search.dev.ndltd.org/etd/texas-state/oai:digital.library.txst.edu:10877/19349","repository":{"repo_id":"texas-state","name":"Texas State University","base_url":"https://digital.library.txst.edu/server/oai/request"},"display":{"title":"Preparing Culturally Responsive Middle School STEM Educators: An Examination of Undergraduate Syllabi","abstract":"As the American population continues to grow, the number of diverse cultures in the public school system has swelled. However, the teachers at these public schools have expressed that they are having trouble with this increase in diversity and do not feel prepared to teach a class of diverse students (Miller-Dyce & Owusu-Ansah, 2016). This is especially seen in STEM-related classes where teachers are not primed to teach diverse students (Fuller et al., 2021). This shows that there is a concern about how preservice teachers are being trained in their undergraduate years. The present study aims to assess how undergraduate preservice teachers are being trained in diversity, equity, and inclusion (DEI) by examining their course syllabi. Syllabi are analyzed for the courses that an undergraduate student who majors in Middle School Education with a focus on math, science, and a math/science composite must take to ascertain how DEI is included throughout the course.","abstract_html":"As the American population continues to grow, the number of diverse cultures in the public school system has swelled. However, the teachers at these public schools have expressed that they are having trouble with this increase in diversity and do not feel prepared to teach a class of diverse students (Miller-Dyce & Owusu-Ansah, 2016). This is especially seen in STEM-related classes where teachers are not primed to teach diverse students (Fuller et al., 2021). This shows that there is a concern about how preservice teachers are being trained in their undergraduate years. The present study aims to assess how undergraduate preservice teachers are being trained in diversity, equity, and inclusion (DEI) by examining their course syllabi. Syllabi are analyzed for the courses that an undergraduate student who majors in Middle School Education with a focus on math, science, and a math/science composite must take to ascertain how DEI is included throughout the course.","abstract_has_math":false,"creators":["Warren, Kaitlyn"],"institution":"Texas State University","degree_name":null,"degree_level":null,"degree_discipline":"Counseling, Leadership, Adult Education, and School Psychology","degree_department":null,"school":null,"contributors":[],"advisors":["Miller, Cindy Faith"],"committee_chairs":[],"committee_members":["Huling, Leslie"],"year":2024,"date_issued":"2024-05","date_published":"2024-05","updated_at":"2026-07-27T21:22:49Z","subjects":["teacher preparation","diversity, equity, inclusion","syllabus","STEM"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10877/19349","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Miller, Cindy Faith"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Huling, Leslie"]},{"key":"dc:creator","label":"Author","values":["Warren, Kaitlyn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2024-08-23T13:23:49Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2024-08-23T13:23:49Z"]},{"key":"dc:date.issued","label":"Date","values":["2024-05"]},{"key":"dc:type","label":"Dc Type","values":["Capstone"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Counseling, Leadership, Adult Education, and School Psychology"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Texas State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["teacher preparation","diversity, equity, inclusion","syllabus","STEM"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10877/19349"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["As the American population continues to grow, the number of diverse cultures in the public school system has swelled. However, the teachers at these public schools have expressed that they are having trouble with this increase in diversity and do not feel prepared to teach a class of diverse students (Miller-Dyce & Owusu-Ansah, 2016). This is especially seen in STEM-related classes where teachers are not primed to teach diverse students (Fuller et al., 2021). This shows that there is a concern about how preservice teachers are being trained in their undergraduate years. The present study aims to assess how undergraduate preservice teachers are being trained in diversity, equity, and inclusion (DEI) by examining their course syllabi. Syllabi are analyzed for the courses that an undergraduate student who majors in Middle School Education with a focus on math, science, and a math/science composite must take to ascertain how DEI is included throughout the course."]},{"key":"dc:format","label":"Dc Format","values":["Text"]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["1 file (.pdf)"]},{"key":"dc:title","label":"Title","values":["Preparing Culturally Responsive Middle School STEM Educators: An Examination of Undergraduate Syllabi"]}]}],"canonical_facts":{"dc:contributor.advisor":["Miller, Cindy Faith"],"dc:contributor.committeemember":["Huling, Leslie"],"dc:creator":["Warren, Kaitlyn"],"dc:date.accessioned":["2024-08-23T13:23:49Z"],"dc:date.available":["2024-08-23T13:23:49Z"],"dc:date.issued":["2024-05"],"dc:description.abstract":["As the American population continues to grow, the number of diverse cultures in the public school system has swelled. However, the teachers at these public schools have expressed that they are having trouble with this increase in diversity and do not feel prepared to teach a class of diverse students (Miller-Dyce & Owusu-Ansah, 2016). This is especially seen in STEM-related classes where teachers are not primed to teach diverse students (Fuller et al., 2021). This shows that there is a concern about how preservice teachers are being trained in their undergraduate years. The present study aims to assess how undergraduate preservice teachers are being trained in diversity, equity, and inclusion (DEI) by examining their course syllabi. Syllabi are analyzed for the courses that an undergraduate student who majors in Middle School Education with a focus on math, science, and a math/science composite must take to ascertain how DEI is included throughout the course."],"dc:format":["Text"],"dc:format.medium":["1 file (.pdf)"],"dc:identifier.uri":["https://hdl.handle.net/10877/19349"],"dc:language.iso":["en"],"dc:subject":["teacher preparation","diversity, equity, inclusion","syllabus","STEM"],"dc:title":["Preparing Culturally Responsive Middle School STEM Educators: An Examination of Undergraduate Syllabi"],"dc:type":["Capstone"],"thesis:degree_discipline":["Counseling, Leadership, Adult Education, and School Psychology"],"thesis:institution_name":["Texas State University"]},"updated_at":"2026-07-27T21:22:49Z"}