STEM Education Related Dissertation Abstracts: A Bounded Qualitative Meta-study

Abstract

This article utilizes a bounded qualitative meta-study framework to examine the 101 dissertation abstracts found by searching the ProQuest Dissertation and Theses™ digital database for dissertations abstracts from 1990 through 2010 using the search terms education, science, technology, engineer, and STEM/SMET. Professional search librarians established the search criteria used to establish the database. The overarching research question for this study was: What can we learn from the examination of doctoral dissertations abstracts that focus on the STEM education found from 1990 through 2010? The study’s findings provide an overview of doctoral research related to STEM education and the discussion section focuses on quality of abstracts, questions regarding the use of the pipeline metaphor, and location of instructional innovation.

Appendix

Recruitment and Retention Issues

Recruitment of the Underrepresented (College and University)

Amon, J. (2010). Male students give voice to supportive campus environments: A qualitative case study of undergraduate STEM majors. Unpublished 3410467, University of Pennsylvania, United States—Pennsylvania.

Bradford, S. (2010). Patching the pipeline: Identifying salient characteristics of academic intervention programs that increase the number of underrepresented minorities pursuing graduate level biomedical research. A case study: Minority Opportunities in Research (MORE) programs. Unpublished 3404773, University of California, Irvine and California State University, Los Angeles, United States—California.

Buchanan, D. (2008). How is an undergraduate engineering program uniquely positioned to create a diverse workforce through the recruitment of African American students? A faculty perspective. Unpublished 3325218, University of Southern California, United States—California.

Conrad, W. (2009). Female STEM majors wanted: The impact of certain factors on choice of a college major. Unpublished 3400500, University of Phoenix, United States—Arizona.

Dimmig, H. (2007). Post-college choices of Meyerhoff Program scholars. Unpublished 3286450, University of Maryland, Baltimore County, United States—Maryland.

Eatman, T. K. (2001). Becoming a member of the research community in academe: Determinants of postbaccalaureate success for traditionally underrepresented students. Unpublished 3030428, University of Illinois at Urbana-Champaign, United States—Illinois.

Fant, C. N. (2001). Formative evaluation of the first year of a multi-campus program designed to promote recruitment, retention, and degree completion among minority graduate students in science, mathematics, engineering, and technology fields. Unpublished 3040611, The University of Mississippi, United States—Mississippi.

Gary, S. (2010). Four portraits: The role of historically Black colleges and universities in the development of Black science, technology, engineering and mathematics Ph.D. students. Unpublished 3410468, University of Pennsylvania, United States—Pennsylvania.

Gochenaur, D. L. (2005). African Americans and STEM: An examination of one intervention program. Unpublished 3194812, The American University, United States—District of Columbia.

Lee, J. (2009). Understanding how identity supportive games can impact ethnic minority possible selves and learning: A design-based research study. Unpublished 3380950, The Pennsylvania State University, United States—Pennsylvania.

Recruitment of the Underrepresented (Community College)

Geist, M. (2008). A methodological examination of a focus group informed Delphi: A mixed methods investigation of female community college science, technology, engineering, and mathematics students. Unpublished 3318405, University of Northern Colorado, United States—Colorado.

Recruitment of the Underrepresented (K-12)

Fadigan, K. A. (2003). A longitudinal study of the educational and career trajectories of female participants of an urban informal science education program. Unpublished 3097691, Temple University, United States—Pennsylvania.

Grisham, A. (2006). Science education for girls: A partnership between Girl Scouts and NASA. Unpublished 3226615, University of Nevada, Las Vegas, United States—Nevada.

Mussey, S. (2009). Navigating the transition to college: First-generation undergraduates negotiate identities and search for success in STEM and non-STEM fields. Unpublished 3355909, University of California, San Diego, United States—California.

Recruitment of the Underrepresented (Federal)

Adolfie, L. (2009). Women scientists and engineers managing national security federal research programs. Unpublished 3359203, Capella University, United States—Minnesota.

Recruitment of the Non-underrepresented (College and University)

Delaney, J. (2007). The academic consequences of state merit aid: The case of Kentucky. Unpublished 3281827, Stanford University, United States—California.

Recruitment of the Non-underrepresented (K-12)

Stanton, R. (2010). State high school graduation requirements and access to postsecondary education. Unpublished 3390456, New York University, United States—New York.

Retention of the Underrepresented (College and University)

Carmichael, K. (2007). Plugging the leaky pipeline: How academic deans support the persistence of underrepresented minority students in science and mathematics. A case study. Unpublished 3287129, University of Southern California, United States—California.

Chen, Y. (2009). East Asian American educational pursuits: Examing effect of racial barriers and cultural factors for college students. Unpublished 3373857, The University of Wisconsin—Milwaukee, United States—Wisconsin.

Espinosa, L. (2009). Pipelines and pathways: Women of color in STEM majors and the experiences that shape their persistence. Unpublished 3394926, University of California, Los Angeles, United States—California.

Galloway, R. (2008). Support resources utilized by minority students majoring in science, technology, engineering, and mathematics disciplines. Unpublished 3322301, University of Pittsburgh, United States—Pennsylvania.

George-Jackson, C. (2009). Rethinking the STEM fields: The importance of definitions in examining women’s participation and success in the sciences. Unpublished 3406828, University of Illinois at Urbana-Champaign, United States—Illinois.

Goldman, E. (2010). Lipstick and labcoats: Undergraduate women’s gender negotiation in STEM fields. Unpublished 3404540, New York University, United States—New York.

Heilbronner, N. (2009). Pathways in STEM: Factors affecting the retention and attrition of talented men and women from the STEM pipeline. Unpublished 3367359, University of Connecticut, United States—Connecticut.

Jackson, D. (2010). Transfer students in STEM majors: Gender differences in the socialization factors that influence academic and social adjustment. Unpublished 3418232, Iowa State University, United States—Iowa.

Jacquot, C. (2009). Gender differences in science, math, and engineering doctoral candidates’ mental models regarding intent to pursue an academic career. Unpublished 3369353, The University of Texas at Arlington, United States—Texas.

Johnson, D. (2007). Sense of belonging among women of color in science, technology, engineering, and math majors: Investigating the contributions of campus racial climate perceptions and other college environments. Unpublished 3297338, University of Maryland, College Park, United States—Maryland.

Lange, S. E. (2006). The master degree: A critical transition in STEM doctoral education. Unpublished 3205862, University of Washington, United States—Washington.

Lee, J. (2006). Getting out the gates: Underrepresented minority students’ search for success in introductory chemistry courses to continue on the STEM path. Unpublished 3250277, University of Illinois at Urbana-Champaign, United States—Illinois.

Lowery, S. E. (2004). Gender Equity Options in Science: Effect on attitudes and behaviors of college women. Unpublished 3135266, Arizona State University, United States—Arizona.

Malcom, L. (2008). Accumulating (dis)advantage? Institutional and financial aid pathways of Latino STEM baccalaureates. Unpublished 3325041, University of Southern California, United States—California.

McAdoo, M. F. (2005). A study of the persistence of science, technology, engineering, and mathematics majors at five southeastern institutions of higher education. Unpublished 3173502, Auburn University, United States—Alabama.

Price, J. (2010). Essays on the economics of education and health. Unpublished 3429846, Cornell University, United States—New York.

Reid, E. (2010). Exploring the experiences of African American women in an undergraduate summer research program designed to address the underrepresentation of women and minorities in neuroscience: A qualitative analysis. Unpublished 3411031, Georgia State University, United States—Georgia.

Robinson, J. (2007). Closing the race and gender gaps in computer science education. Unpublished 3291632, Rowan University, United States—New Jersey.

Rutherford, B. (2007). Interests and attitudes of engineering students. Unpublished 3279580, Utah State University, United States—Utah.

Singh, A. (2008). Beyond gender: Taking a multi-status approach to understanding students’ positioning in STEM. Unpublished 3328730, University of Rhode Island, United States—Rhode Island.

Snead-McDaniel, K. (2010). Exploration of the lived experiences of undergraduate science, technology, engineering, and mathematics minority students. Unpublished 3436670, University of Phoenix, United States—Arizona.

Stone, D. (2008). African-American males in computer science—Examining the pipeline for clogs. Unpublished 3341359, The George Washington University, United States—District of Columbia.

Thoman, D. (2008). How socially rejecting discrimination influences academic motivation, interest, and choices. Unpublished 3312100, The University of Utah, United States—Utah.

Vogt, K. E. (2005). Asian American women in science, engineering, and mathematics: Background contextual and college environment influences on self-efficacy and academic achievement. Unpublished 3202039, University of Maryland, College Park, United States—Maryland.

White, J. L. (2005). Persistence of interest in science, technology, engineering and mathematics: An analysis of persisting and non-persisting students. Unpublished 3169266, The Ohio State University, United States—Ohio.

Williamson, S. (2007). Academic, institutional, and family factors affecting the persistence of Black male STEM majors. Unpublished 3269188, Rutgers The State University of New Jersey—New Brunswick, United States—New Jersey.

Wyss, V. (2008). Questioning the gender critical mass theory in physics. Unpublished 3312127, University of Virginia, United States—Virginia.

Yohannes-Reda, S. (2010). STEMming the tide: Understanding the academic success of Black male college students in science, technology, engineering, and mathematics majors. Unpublished 3422057, University of California, Irvine and California State University, Long Beach, United States—California.

Retention of the Underrepresented (Community College)

Martinez, D. (2007). The manifestation of social capital within the Mathematics, Engineering, and Science Achievement (MESA) program. Unpublished 3291803, University of Southern California, United States—California.

Pina Houde, A. (2007). Portraits of Hispanic females participating in technical programs: Bridging the gap to science, technology, engineering, and mathematics careers. Unpublished 3273253, New Mexico State University, United States—New Mexico.

Retention of the Underrepresented (K-12)

Notter, K. (2010). Is competition making a comeback? Discovering methods to keep female adolescents engaged in STEM: A phenomenological approach. Unpublished 3412882, The University of Nebraska—Lincoln, United States—Nebraska.

Retention of the Underrepresented (Federal)

Graham, E. M. (2006). The impact of the NASA Administrator’s Fellowship Program on fellows’ career choices. Unpublished 3236502, University of Southern California, United States—California.

Retention of the Non-underrepresented (College and University)

Dickerson, J. (2008). The factors that influence the graduation rates of community college transfer students and native students at a four-year public state university. Unpublished 3331220, Mississippi State University, United States—Mississippi.

Eagan, M., Jr. (2010). Moving beyond frontiers: How institutional context affects degree production and student aspirations in STEM. Unpublished 3405569, University of California, Los Angeles, United States—California.

Gresham, P. (2010). An exploratory study of the career aspirations and self-perceptions of university honors program students. Unpublished 3404438, Indiana State University, United States—Indiana.

Rion, C. (2007). Major changes: Student shifts among liberal arts, S.T.E.M. and occupational majors. Unpublished 3270276, State University of New York at Albany, United States—New York.

Yang, X. (2005). A quantitative analysis of factors that influence and predict students’ intention to major in and complete an undergraduate program in STEM or non-STEM. Unpublished 3201832, Kansas State University, United States—Kansas.

Retention of the Non-underrepresented (K-12)

Nicholls, G. (2008). An integrated multiple statistical technique for predicting post-secondary educational degree outcomes based primarily on variables available in the 8th grade. Unpublished 3349215, University of Pittsburgh, United States—Pennsylvania.

Stem Academic Focus

STEM Instructional Issues (College and University)

Blikstein, P. (2009). An atom is known by the company it keeps: Content, representation and pedagogy within the epistemic revolution of the complexity sciences. Unpublished 3355751, Northwestern University, United States—Illinois.

Bouwma-Gearhart, J. (2008). Teaching professional development of science and engineering professors at a research-extensive university: Motivations, meaningfulness, obstacles, and effects. Unpublished 3327743, The University of Wisconsin—Madison, United States—Wisconsin.

Donawa, A. (2009). Critical thinking instruction and minority engineering students at a public urban higher education institution. Unpublished 3396399, Morgan State University, United States—Maryland.

Gilmour, D. (2008). Effective use of technology in classrooms: Electronic interactive text and integrated technological/pedagogical environment. Unpublished 3326509, Temple University, United States—Pennsylvania.

Hernandez, J. (2007). Examining the value faculty search committee chairpersons place on formal teacher training in the sciences, technology, engineering, and mathematics fields: Results of a national study. Unpublished 3282117, Michigan State University, United States—Michigan.

Hsu, Y. (2009). The effects of self-explanation and metacognitive instruction on undergraduate students’ learning of statistics materials containing multiple external representations in a web-based environment. Unpublished 3399659, The Pennsylvania State University, United States—Pennsylvania.

Maye, M. C. (2003). Study-group collaboration among high-achieving students of African descent studying mathematics at selective United States colleges. Unpublished 3091277, Columbia University Teachers College, United States—New York.

Moakler, M., Jr. (2010). The influence of self-confidence on college freshmen science, technology, engineering, and mathematics major choice. Unpublished 3426942, The George Washington University, United States—District of Columbia.

Schell, J. (2009). Venturing toward better teaching: STEM professors’ efforts to improve their introductory undergraduate pedagogy at major research universities. Unpublished 3368259, Teachers College, Columbia University, United States—New York.

Younkin, W. (2009). The intersection of discipline and roles: Dr. Pauline Mack’s story as an instrumental case study with implications for leadership in science, technology, engineering, and mathematics. Unpublished 3359977, Indiana University of Pennsylvania, United States—Pennsylvania.

STEM Instructional Issues (Community College)

Landon, M. (2009). Emerging workforce trends and issues impacting the Virginia Community College System. Unpublished 3405745, Old Dominion University, United States—Virginia.

Maguire, K. (2009). Post-college earnings of Iowa community college career and technical education students: Analysis of selected career clusters. Unpublished 3355518, Iowa State University, United States—Iowa.

Moriarty, M. A. (2006). Inclusive pedagogy for diverse learners: Science instruction, disability, and the community college. Unpublished 3212745, University of Massachusetts Amherst, United States—Massachusetts.

STEM Instructional Issues (K-12)

Avery, Z. (2010). Effects of profesional development on infusing engineering design into high school science, technology, engineering, and math (STEM) curricula. Unpublished 3397144, Utah State University, United States—Utah.

Boe, J. (2010). Strategies for science, technology, engineering and math in technology education. Unpublished 3420004, North Dakota State University, United States—North Dakota.

Chen, J. (2010). Implicit theories of ability, epistemic beliefs, and academic motivation: A person-centered approach. Unpublished 3423047, Emory University, United States—Georgia.

Clanton, B. L. (2004). The effects of a project-based mathematics curriculum on middle school students’ intended career paths related to science, technology, engineering and mathematics. Unpublished 3243483, University of Central Florida, United States—Florida.

Cruz-Duran, E. (2009). Stereotype threat in mathematics: Female high school students in all-girl and coeducation schools. Unpublished 3365692, St. John’s University (New York), United States—New York.

Degenhart, H. (2007). Relationship of inquiry-based learning elements on changes in middle school students’ science, technology, engineering, and mathematics (STEM) beliefs and interests. Unpublished 3270326, Texas A&M University, United States—Texas.

Donna, J. (2009). Surviving and thriving as a new science teacher: Exploring the role of comprehensive online induction. Unpublished 3360339, University of Minnesota, United States—Minnesota.

Flowers, R. (2008). After-school enrichment and the activity theory: How can a management service organization assist schools with reducing the achievement gap among minority and non-minority students in science, technology, engineering, and mathematics (STEM) during the after-school hours? Unpublished 3356894, Union Institute and University, United States—Ohio.

Gonzales, A. (2010). Toward achievement in the “knowledge economy” of the 21st century: Preparing students through T-STEM academies. Unpublished 3398579, Walden University, United States—Minnesota.

Huelskamp, L. (2009). The impact of problem-based learning with computer simulation on middle level educators’ instructional practices and understanding of the nature of middle level learners. Unpublished 3367883, The Ohio State University, United States—Ohio.

Jimarez, T. (2005). Does alignment of constructivist teaching, curriculum, and assessment strategies promote meaningful learning? Unpublished 3208658, New Mexico State University, United States—New Mexico.

Johnson, P. D. (2004). Girls and science: A qualitative study on factors related to success and failure in science. Unpublished 3130607, Western Michigan University, United States—Michigan.

Liu, F. (2010). Factors influencing success in online high school algebra. Unpublished 3436346, University of Florida, United States—Florida.

Maltese, A. (2008). Persistence in STEM: An investigation of the relationship between high school experiences in science and mathematics and college degree completion in STEM fields. Unpublished 3326999, University of Virginia, United States—Virginia.

Miller, M. D. (2006). Science self-efficacy in tenth grade Hispanic female high school students. Unpublished 3210371, University of Central Florida, United States—Florida.

Mowen, D. (2007). Impacts of graduate student content specialists serving in middle school classrooms on teachers and graduate students. Unpublished 3270372, Texas A&M University, United States—Texas.

Moye, J. (2009). Technology education teacher supply and demand in the United States. Unpublished 3371499, Old Dominion University, United States—Virginia.

Norman, K. (2008). High school mathematics curriculum and the process and accuracy of initial mathematics placement for students who are admitted into one of the science, technology, engineering, and mathematics programs at a research institution. Unpublished 3321924, University of Minnesota, United States—Minnesota.

Obarski, K. (2007). Life after National Science Foundation fellowships: The implications for a graduate student’s professional endeavors. Unpublished 3280094, University of Cincinnati, United States—Ohio.

Oware, E. (2008). Examining elementary students’ perceptions of engineers. Unpublished 3344179, Purdue University, United States—Indiana.

Preston, S. (2009). Investigating minority student participation in an authentic science research experience. Unpublished 3380983, The Pennsylvania State University, United States—Pennsylvania.

Ricks, M. M. (2006). A study of the impact of an informal science education program on middle school students’ science knowledge, science attitude, STEM high school and college course selections, and career decisions. Unpublished 3245344, The University of Texas at Austin, United States—Texas.

Scott, C. (2009). A comparative case study of the characteristics of science, technology, engineering, and mathematics (STEM) focused high schools. Unpublished 3365600, George Mason University, United States—Virginia.

Terry, R. (2010). The high school redesign initiative: Teachers’ perspectives. Unpublished 3412676, Mississippi State University, United States—Mississippi.

Veeragoudar Harrell, S. (2009). Second chance at first life: Fostering the mathematical and computational agency of at-risk youth. Unpublished 3369140, University of California, Berkeley, United States—California.

STEM Program Evaluation (College and University)

Greenseid, L. (2008). Using citation analysis methods to assess the influence of STEM education evaluation. Unpublished 3310625, University of Minnesota, United States—Minnesota.

Ivie, C. (2009). National Aeronautics and Space Administration (NASA) education 1993–2009. Unpublished 3394583, George Fox University, United States—Oregon.

Lee, Y.-F. (2005). Effects of multiple group involvement on identifying and interpreting perceived needs. Unpublished 3177181, The Ohio State University, United States—Ohio.

STEM Graduate Students (College and University)

DeChenne, S. (2010). Learning to teach effectively: Science, technology, engineering, and mathematics graduate teaching assistants’ teaching self-efficacy. Unpublished 3414593, Oregon State University, United States—Oregon.

Woods, R. (2008). Training culturally responsive remedial math instructors. Unpublished 3325085, University of Southern California, United States—California.

Wyse, S. (2010). Breaking the mold: Preparing graduate teaching assistants to teach as they are taught to teach. Unpublished 3417668, Michigan State University, United States—Michigan.

STEM Mentoring (College and University)

Byington, T. C. (2006). Post-DVM educational intentions among third-year veterinary medical students: A hierarchical analysis of mentoring, gender, and organizational context. Unpublished 3218239, Washington State University, United States—Washington.

Harris Watkins, P. G. (2005). Mentoring in the scientific disciplines: Presidential Awards for Excellence in Science, Mathematics Engineering Mentoring. Unpublished 3164230, The Claremont Graduate University, United States—California.