國立虎尾科技大學 |

Building Science Capital and Family Habitus Using a Systems Approach.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Building Science Capital and Family Habitus Using a Systems Approach./
作者:	Ennes, Megan Elizabeth.
面頁冊數:	1 online resource (184 pages)
附註:	Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
Contained By:	Dissertations Abstracts International81-03A.
標題:	Science education. -
電子資源:	click for full text (PQDT)
ISBN:	9781085634359

Building Science Capital and Family Habitus Using a Systems Approach.
Ennes, Megan Elizabeth.

Building Science Capital and Family Habitus Using a Systems Approach. - 1 online resource (184 pages)

Source: Dissertations Abstracts International, Volume: 81-03, Section: A.

Thesis (Ph.D.)--North Carolina State University, 2019.

Includes bibliographical references

In this era of science and technology, it is important to foster life-long science, technology, engineering and mathematics (STEM) learning and interests. Science interests and career aspirations are influenced by a variety of factors including science capital and family science habitus. To examine the influence of families on the science interests and career aspirations of youth, a ten month, family intervention took place. The intervention took the form of a museum-based family STEM program aimed at increasing the science capital and family science habitus of families from nondominant groups and low wealth communities. The first study examined the effect of the program on the science expectancy value, science experiences, future science task value, and family science achievement values of the elementary youth (N = 45). Findings indicated that the program significantly increased the science expectancy value and science experiences of the youth participants. The second study used a mixed methods approach to examine the effects of the program on the cultural capital (science, social, familial, aspirational, linguistic, and navigational) and family science habitus of the parent participants (N = 44). The results suggest the program positively impacted the cultural capital and family science habitus of the parent participants. The third study examined access to science tools in the home. The reported access of the youth participants was compared to that of their parents. There were differences in perceived access of the youth to fundamental science tools such as a ruler compared to their parent. This suggests youth have access to hidden capital that may influence their science learning in school. The results of the overall study suggest that sustained family STEM programming is a useful tool for increasing the science interests and career aspirations of youth.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9781085634359Subjects--Topical Terms:

1151737
Science education.
Index Terms--Genre/Form:

554714
Electronic books.

Building Science Capital and Family Habitus Using a Systems Approach.
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504 $a Includes bibliographical references
520 $a In this era of science and technology, it is important to foster life-long science, technology, engineering and mathematics (STEM) learning and interests. Science interests and career aspirations are influenced by a variety of factors including science capital and family science habitus. To examine the influence of families on the science interests and career aspirations of youth, a ten month, family intervention took place. The intervention took the form of a museum-based family STEM program aimed at increasing the science capital and family science habitus of families from nondominant groups and low wealth communities. The first study examined the effect of the program on the science expectancy value, science experiences, future science task value, and family science achievement values of the elementary youth (N = 45). Findings indicated that the program significantly increased the science expectancy value and science experiences of the youth participants. The second study used a mixed methods approach to examine the effects of the program on the cultural capital (science, social, familial, aspirational, linguistic, and navigational) and family science habitus of the parent participants (N = 44). The results suggest the program positively impacted the cultural capital and family science habitus of the parent participants. The third study examined access to science tools in the home. The reported access of the youth participants was compared to that of their parents. There were differences in perceived access of the youth to fundamental science tools such as a ruler compared to their parent. This suggests youth have access to hidden capital that may influence their science learning in school. The results of the overall study suggest that sustained family STEM programming is a useful tool for increasing the science interests and career aspirations of youth.
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