1 / 4

Asset Bundles and Disadvantaged Students’ Barriers to STEM Careers

Asset Bundles and Disadvantaged Students’ Barriers to STEM Careers. Use Scientific and Technical Human Capital Theory to: Identify the ‘asset bundles’ and deficits for the ‘ dual disadvantaged’ Track careers of ‘qualifiers’ longitudinally so as to understand career choices, STEM/non-STEM

pembroke
Download Presentation

Asset Bundles and Disadvantaged Students’ Barriers to STEM Careers

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Asset Bundles and Disadvantaged Students’Barriers to STEM Careers

  2. Use Scientific and Technical Human Capital Theory to: • Identify the ‘asset bundles’ and deficits for the ‘dual disadvantaged’ • Track careers of ‘qualifiers’ longitudinally so as to understand career choices, STEM/non-STEM • Develop remediating strategies

  3. Research Questions • Generally, what is the interaction between the asset bundles and Hispanic ethnicity? Do persons identifying as Hispanic tend to have greater deficits for some bundles than for others? • How well do the subjects’ positions on particular asset bundles predict their current levels of achievement? How well do these positions predict career aspirations (both for graduate education in general and biomedical disciplines in particular)? • Are there differential effects of asset bundles (for achievement and career trajectory) between majority subjects and Hispanic subjects with roughly similar levels of disadvantage; if so, what are those differences. • To what extent do subjects develop conscious or reflexive strategies to compensate for the negative effects observed or presumed (by the subject) from the asset bundles? • What is the “decay rate” of deficits in asset bundles? Do postdoctoral students have differential impacts from the effects of the respective bundles than do undergraduates or graduate students? What are the effects of time on various sorts of educational attainment deficits? • How does sex mediate the interaction of effects between the asset bundles and Hispanic identification? Are some female Hispanics “triple disadvantaged?” • Comparing economically disadvantaged Hispanics and economically disadvantage majority students, are there differences compensatory strategies employed to overcome barriers flowing from economic disadvantage?

  4. Cognitive Skills Knowledge Cognitive Skills Craft Skills Knowledge Craft Skills Cognitive Skills Knowledge Craft Skills Team Member (t - 1) Team Member (t + 1) Legend Weak Tie Strong Tie Intervention (e.g., Research Project) Team Member (t) S&T Human Capital Model: Individual Life Cycle

More Related