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    Assessing African-American and Latino Middle School Student Engagement and Motivation to Persist in STEM Domains

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    Genre
    Thesis/Dissertation
    Date
    2011
    Author
    Bracey, Jamie Maatkare
    Advisor
    DuCette, Joseph P.
    Committee member
    Davis, James Earl, 1960-
    Farley, Frank
    Fullard, William
    Leonard, Jacqueline
    Department
    Educational Psychology
    Subject
    Educational Psychology
    African American
    Culturally Relevant Pedagogy
    Latino
    Math Performance
    Middle School
    Stem Cognition
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/844
    
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    DOI
    http://dx.doi.org/10.34944/dspace/826
    Abstract
    This study used a quasi experimental design to compare two groups of African American and Latino middle school students' pre- and post engagement after exposure to one of two STEM-related opportunities to learn: one with culturally relevant pedagogy anchored by elements of cognitive apprenticeship; the other without. African-American and Latino middle school students (n=121) recruited from 29 of the lowest performing middle schools in a large urban school district participated. Results indicated no statistically significant change in pre- or post levels of engagement as a result of the different instructional formats. Students exposed to STEM using culturally relevant pedagogy maintained and slightly improved math performance weeks after the program ended; the later group showed a sharp decline in math achievement after the program ended. While it is inconclusive which elements of culturally relevant pedagogy, or cognitive apprenticeship directly affected student math outcomes, this study sets the stage for continued empirical research on how the culture of the learning environment can be adjusted to support minority student engagement and persistence in STEM domains.
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