The purpose of this dissertation was to explore the STEM-related experiences of underrepresented minority (Hispanic, African American, Native American) students in a large urban high school in Florida. There is a disproportionately small number of underrepresented (URM) high school students pursuing STEM-related careers. There is a need to prepare and encourage more high school students to pursue STEM careers or study STEM. This study explored the STEM self-efficacy, sense of belonging, STEM outcome expectations, and STEM interests of URM high school students. This study also explored the teachers’ perspectives on the STEM experiences, STEM interests, self-efficacy, and sense of belonging of the underrepresented minority high school students they have taught. This qualitative study was conducted using the case study analysis methodology. This research study consisted of five 11th and 12th-grade underrepresented minority students who have taken and completed two or more STEM-related high school classes. The study also consisted of six teacher participants who teach science, technology, engineering, or math-related courses to underrepresented minority high school students. Each group of participants was interviewed via Zoom. In addition to interviews, student participants self-reported information to provide insight into the extent to which URM high school students exhibit self-efficacy in STEM. The findings of this study revealed that the engaging experiences of URM high school students in their STEM-related classes encourage and build student confidence in meeting the challenges in those classes. Although student attitudes toward STEM varied, students ultimately found ways to overcome the challenges in their STEM-related classes. Further, the findings of this study revealed that the experiences of students could birth interest in STEM-related careers. Additionally, STEM-related resources and support for URM high school students, promotion of advanced level courses, and an increase in the awareness of STEM careers amongst URM high school students are still needed. The results underscore the need for interventions to enhance the STEM-related experiences of URM high school students in urban high schools.
| Date of Award | Jan 1 2024 |
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| Original language | English |
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| Supervisor | Vanaja Nethi (Supervisor) & Susanne Flannelly (Advisor) |
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