Date of Award

8-9-2021

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

School of Teaching and Learning

First Advisor

Allison Antink Meyer

Abstract

The current school system lacks racial representation among science, technology, engineering, and mathematics (STEM) teachers, particularly in Black and Latinx populations (National Science Foundation, 2019). This is a critical equity issue due to the increasing racial diversity of the student population and the benefits of race congruence among teachers and students. Using a Critical Race Theory framework, this mixed-methods study explores the underrepresentation of minoritized groups in STEM education. Original surveys and interviews were used to understand the experiences of Black and Latinx STEM majors. The purpose of this study is (1) to better understand the Students of Color’s (SOC) positive educational experiences that led to majoring in STEM; (2) to examine the experiences that have challenged SOC’s success in STEM; and (3) to better understand whether and how those experiences impact a SOC’s interest in becoming a STEM teacher. This research takes a phenomenological approach to better understand the influence of educational experiences on SOC’s interest of STEM education. Findings reveal that SOC are not interested in pursuing careers in STEM teaching because (1) the low pay of the teaching profession and (2) the impact of stereotype threat. This research confirms that the inequities in the STEM education pipeline are taking place at the K-12 and post-secondary education level. Change is required in K-12 education, post-secondary, and at the policy level in order to create a more equitable education system for all students.

Comments

Imported from Neally_ilstu_0092E_12025.pdf

DOI

https://doi.org/10.30707/ETD2021.20220215070318156286.999982

Page Count

111

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