Doctor of Philosophy (PhD)
First Committee Member
Second Committee Member
Third Committee Member
Fourth Committee Member
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.
Achievement Motivation; Gender; Math Education; Narrative Identity; STEM
University of Nevada, Las Vegas
Buck, Jennifer John, "Beyond the Numbers: A Deeper Dive into the Dearth of Girls and Women in STEM" (2022). UNLV Theses, Dissertations, Professional Papers, and Capstones. 4577.
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