Charting Pathways to Success: A Longitudinal Study into the Role of Science in the Lives of High-Achieving African-American High School Seniors 公开
Tucker, Courtney E'Clair (2012)
Published
Abstract
As the U.S. economy becomes more global, and its demographic make-up shifts; increased attention has been placed on the underproduction of scientifically and technologically trained U.S. citizens by government officials and business leaders. This underproduction can be attributed to the continued underrepresentation of minorities, particularly African Americans, in the sciences. Although, researchers have identified a variety of historical, cultural, and social explanations for the lack of African Americansin science careers, increasing the number of African Americans pursuing careers in science or science-related fields remains a challenge for science educators and policy makers.
This study explores the effect of science experiences on students' career decisions and future goals. Specifically, it considers how "high-achieving" African-American high school students, who have participated in at least one science intervention program, draw on their lived experiences to formulate definitions of science and visions of success. The study was conducted as a Narrative Inquiry that explored five African-American students' perceptions of science in three ways: as it influenced their formal schooling, as it shaped their everyday interactions, and as it interacted with their future goals. Data were collected over three years and included interviews, application packets, and demographic survey. Individual narratives of the five "high-achieving" African-American students' were constructed. These narratives provide insightful and critical assessments of their formal and informal experiences in science. Key understandings about the students' perceptions of science emerged.
Table of Contents
Table of Contents
Chapter 1: Introduction ……………………………………………………….. 1
Situating the Narrative Inquiry: Statement of Problem ………….…. 2
Research Questions ……………………………………..………..... 5
Significance of Problem …………………………………………….. 6
Organization of Dissertation ……………………………………….. 8
Chapter 2: Understanding African American High School Students in Science 10
Major issues in Science Education ………………………............. 10
African-American Students in Science at K-12 level ……………. 13
African-American Students Futures in Science ………………….. 18
Concluding the Narrative: Additional Areas for Exploration……….. 23
Chapter 3: Methodology for Gathering Data and Co-Creating Participant Portraits 25
What It Means to Do Narrative Inquiry ……………………………… 26
Narrative ……………………………….………………….. 26Narrative Inquiry ………………………………….……….. 27
Setting and Participants …………………………………………….. 30
Data Sources………………………………………………………….. 32
Participant observations ……………………………………… 33Interviews ………………………………………………….. 34
Documents …………………………………………………. 35Data Analysis ……………………………………………………… 36
Data Storage ……………………………………………………..… 37
Researcher Perspective ………………………………..…………… 38
Reliability …………………………..……………………………… 39
Validity …………………………………………..………………… 39
Chapter 4: Presenting Participants' Portraits: A Portrayal of Individual Stories of
Personal Agency to Create Life-Long Success ……………………………. 41
Altering the Path and Hitting Road Blocks: Darren's Story ……….. 41
Reshaping and Redefining the Vision: Debbie's Story ……….. 46
Changing Me to Change My Perspectives and Priorities: Renee's Story 53
Knowing the End, but Not the Beginning: Jessica's Story ……….. 57
Breaking Through the Red Tape: Tonya's Story ……………..... 63
Chapter 5: Two Glimpses into Participants' Evolving Relationship with Science as
They Chart Pathways to Success …………………………………………. 68
What is Science? ………………………………………………… 68
What is Success? ………………………………………………… 69
Year One Composites of Science: What is Science? …..………….. 70
Science is everything. …………………………………..... 70
Science as a means to an end …………………….……....... 71
Science as a course ……………………………..……….. 74
Science as doing ………………………………………. 75
Definitions of Success ……………………………………... . 77
Success as completion of a course ………………………… 77
Success as personal fulfillment ………………………….... 78
Success as helping others ………………………………….. 79
The science of success ……………………………….. 83
Year Three Composites of Science: What is Science? ...................... 85
Science is a course ……………………………………….. 85
Science is a universal language ……………………………. 86
Science is a teacher ……………………………………….. 88
Science is doing …………………………………………… 89
Definitions of Success ……………………..……………..…….... 96
Success as scholastic achievement ……………………….. 96
Success as college admission and scholarships ………. 97
Success as happiness ……………………………………… 98
Success as financial stability ……………………………… 98
Success as helping others …………………………………. 99
Success as achieving personal goals and objectives …….... 100
Success as leading …………………………………………. 101
Success as work ethic ……………………………………… 101
Success as journey …………………………………………. 102
Success as innovation ……………………………………… 103
The Science of Success ……………………………..…….. 106
Comparison: Summer 2009 vs. Summer 2011 ……………………….. 107
Chapter 6: Science as a Tool ……………………………………………… 111
Personal Objectives and Long-Term Interest ……………………… 113
Appreciation of the Nature of Science …………………………….. 115
Fluidity of Science Definitions ………………………………………. 117
Implications ………………………...…………………………….. 118
Limitations ……………………………………………….………... 122 References ………………………………………………………………... 124Appendix A: Interview Guide ……………………………………………... 138
Appendix B: Informed Consent …………………………………………… 139
Appendix C: Interview Summary Form …………………………………… 142
Appendix D: Scientific Attitude Inventory II ……………………………... 143
Appendix E: Relevance of Science Education Questionnaire …………….. 146
Appendix F: Participant Portraits Year One ………………………………. 150
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