Arts-inspired students sync their assets to a nuts and bolts world (a career mentoring pilot progam)

Permanent URL: http://hdl.handle.net/2047/D20208160
Title:
Arts-inspired students sync their assets to a nuts and bolts world (a career mentoring pilot progam)
Alternative Title:
Arts-inspired students sync their assets to a nuts and bolts world : a career mentoring pilot program
Creator:
Hudson, Lynn (Author)
Contributor:
Beltz, Lynda (Advisor)
Clemons, Kristal (Committee member)
Green, Brenda (Committee member)
Language:
English
Publisher:
Boston, Massachusetts : Northeastern University, 2016
Date Accepted:
March 2016
Date Awarded:
May 2016
Type of resource:
Text
Genre:
Dissertations
Format:
electronic
Digital origin:
born digital
Abstract/Description:
This research examined how students who are arts-inspired feel about their futures in a STEM-based work climate. Science, Technology, Engineering, and Math are the nuts and bolts, and in education today, the only avenue touted for our country and our students' success in this 21st century economy. This can be disconcerting to those interested in other fields, like the arts. This study was guided by the following questions in an effort to understand if our artists and arts-inspired students realize their options and importance in this 21st century climate. The pilot study was designed to help improve the students' perception of their abilities or self-efficacy in the STEM areas by introducing STEM professionals as mentors who designed hands-on activities that simulate work in the STEM fields.

Research Questions:

1. Do arts-inspired students have an interest in a STEM career area prior to participating in the career mentoring program?

2. Does participation in a STEM career mentoring program improve student's self-efficacy in STEM fields?

3. Does participation in STEM career mentoring program increase student's interest in pursuing STEM-related careers?

Lent, Brown and Hackett's Social Cognitive Career Theory and Daniel Pink's, "A Whole New Mind: Why Left-Brainers Will Rule the Future" were used as the theoretical framework for this study. Seventeen African-American girls who were enrolled in the "I AM COMPLETE" summer program participated in the pilot study. Data was collected from the College Foundation of North Carolina Career Interest Explorer and the STEM Career Interest Survey, which served as a pre and post-test.

This pilot offered limited support for the hypothesis, however, career mentoring and opportunities for young people to experience careers, especially in the STEM areas must continue to grow. The role that the arts play in this process is pivotal in galvanizing females and minorities to join these professions. It is the hope of this researcher that the pilot be replicated using a much larger population of students and school communities.
Subjects and keywords:
college and career readiness
STEAM
STEM
Science -- Vocational guidance
Mentoring in science
Interdisciplinary approach in education
Career development
Self-efficacy
African American girls -- Education (Elementary)
DOI:
https://doi.org/10.17760/D20208160
Permanent Link:
http://hdl.handle.net/2047/D20208160
Use and reproduction:
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