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Understanding decisions Latino students make regarding persistence in the science and math pipeline.

机译：了解拉美裔学生在科学和数学流程方面的持久性做出的决定。

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摘要

This qualitative study focused on the knowledge and perceptions of Latino high school students, as well those of their parents and school personnel, at a southwestern, suburban high school regarding persistence in the math/science pipeline. In the context of the unique school and community setting these students experience, the decision-making process was examined with particular focus on characterizing the relationships that influence the process. While the theoretical framework that informs this study was that of social capital, its primary purpose was to inform the school's processes and policy in support of increased Latino participation in the math and science pipeline. Since course selection may be the most powerful factor affecting school achievement and college-preparedness, and since course selection is influenced by school policy, school personnel, students, parents, and teachers alike, it is important to understand the beliefs and perceptions that characterize the relationships among them. The qualitative research design involved a phenomenological study of nine Latino students, their parents, their teachers and counselors, and certain support personnel from the high school. The school's and community's environment in support of academic intensity served as context for the portrait that developed.;Given rapidly changing demographics that bring more and more Latino students to suburban high schools, the persistent achievement gap experienced by Latino students, and the growing dependence of the world economy on a citizenry versed in the math- and science-related fields, a deeper understanding of the decision-making processes Latino 12 students experience can inform school policy as educators struggle to influence those decisions.;This study revealed a striking lack of knowledge concerning the college-entrance ramifications of continued course work in math and science beyond that required for graduation, relationships among peers, parents, and school personnel that were markedly lacking in influence over the decision a student makes to continue, or not, course work beyond that required for graduation, and a general dismissal of the value of math- and science-related careers. Also lacking was any evidence of social capital within parental networks that reflected intergenerational closure.
机译：这项定性研究的重点是西南郊区的一所高中，拉丁裔高中学生及其父母和学校工作人员的知识和观念，他们对数学/科学管道的坚持不懈。在独特的学校和社区中设置这些学生的经历，研究了决策过程，特别着重于描述影响过程的关系。虽然为这项研究提供信息的理论框架是社会资本的框架，但其主要目的是为学校的程序和政策提供信息，以支持拉美裔人增加对数学和科学渠道的参与。由于选课可能是影响学校成绩和大学准备程度的最有力因素，并且由于选课受到学校政策，学校人员，学生，父母和老师的影响，因此了解构成这一特点的信念和看法很重要。他们之间的关系。定性研究设计涉及对9名拉丁裔学生，他们的父母，他们的老师和顾问以及某些中学高年级支持人员的现象学研究。支持学术强度的学校和社区环境成为了画像的发展背景;鉴于人口结构的快速变化使越来越多的拉丁裔学生进入郊区高中，拉丁裔学生经历的持续成就差距以及对世界经济是一个精通数学和科学相关领域的公民，对拉丁美洲和加勒比12国学生的决策过程有更深入的了解，可以在教育工作者努力影响这些决策的过程中为学校政策提供信息。关于数学和科学方面的继续课程工作的大学入学后果的知识，超出了毕业所需的知识，同伴，父母和学校人员之间的关系，这些知识明显对学生做出的继续或不继续学习课程的决定没有影响超出了毕业所需的水平，并普遍摒弃了数学和科学的价值相关的职业。还缺乏任何反映父母代际封闭的父母网络内社会资本的证据。

著录项

  • 作者

    Munro, Janet Lynn.;

  • 作者单位

    The University of Arizona.;

  • 授予单位 The University of Arizona.;
  • 学科 Education Mathematics.;Education Bilingual and Multicultural.;Education Secondary.;Education Sciences.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 263 p.
  • 总页数 263
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 中等教育;自然科学教育与普及;
  • 关键词

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