Award Date

12-1-2022

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

First Committee Member

Rachael Robnett

Second Committee Member

Jennifer Rennels

Third Committee Member

Paul Nelson

Fourth Committee Member

Harsha Perera

Abstract

Despite decades of research attempting to better understand the dearth of girls and women in science, technology, engineering, and math (STEM), gender imbalances persist in many STEM fields. This is particularly the case in math-intensive STEM fields. The current program of research used mixed-methods research to better understand these inequities. The first paper identified gender and ethnic variation in how undergraduates reason about STEM inequities. The second paper found that how emerging adults narrate “turning points” in their relationship with math was associated with their current math outcomes and future plans to pursue math. The final paper demonstrated that how participants narrate a “low point” in their math education varies depending on their current level of math self-concept. Implications and future directions for mixed-methods research are discussed.

Keywords

Achievement Motivation; Gender; Math Education; Narrative Identity; STEM

Disciplines

Quantitative Psychology

File Format

pdf

File Size

1434 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Rights

IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/

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