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dc.contributor.advisorRottinghaus, Patrickeng
dc.contributor.authorFalk, Nikki Alexandraeng
dc.date.issued2019eng
dc.date.submitted2019 Summereng
dc.description.abstract[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] The application of Bandura's (1977, 1986) self-efficacy theory to study women's career self-efficacy (Betz & Hackett, 1981) has provided an excellent theoretical framework for increasing persistence of underrepresented students in STEM; however, more research is needed to examine the self-efficacy learning experiences of women and students of color (Betz, 2007; Fouad & Santana, 2017). Research examining access to STEM learning experiences has shown gender and racial/ethnic differences, warranting further research (Klassen, 2004; Usher & Pajares, 2006). Several scales have been developed to measure these learning experiences (Schaub, 2004), and researchers have noted the potential for culturally specific scale and item adjustments (Williams & Subich, 2006). Using an "inside-out" multicultural framework (Hall et al., 2016), the current mixed-methods study examined the culturally specific learning experiences of women in STEM. Results from a qualitative study of 4 focus groups informed scale and item adaptions of the Realistic and Investigative LEQ scales (Schaub, 2004). Exploratory factor analyses on the revised scales using a participant sample of 130 women in STEM revealed a four-factor structure for the Realistic (Verbal Persuasion/Modeling, Negative Emotional Experiences, Positive Emotional Experiences, Performance Accomplishments) and Investigative scale (Math and Science Coursework, Culturally Salient Verbal Persuasion/Modeling, Negative Emotional/Persuasion Experiences, Math and Science Application).eng
dc.description.bibrefIncludes bibliographical referenceseng
dc.format.extentvii, 147 pageseng
dc.identifier.urihttps://hdl.handle.net/10355/70048
dc.identifier.urihttps://doi.org/10-32469/10355/70048eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsAccess is limited to the campuses of the University of Missourieng
dc.subject.otherSelf-efficacyeng
dc.subject.otherWomeneng
dc.subject.otherWomen in STEMeng
dc.subject.otherCultural experienceseng
dc.subject.otherEducationeng
dc.subject.otherSociologyeng
dc.titleExamining cultural specificity of the learning experiences questionaire with women in STEMeng
dc.typeThesiseng
thesis.degree.disciplineEducational, school and counseling psychology (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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