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ARISE / Annotated Bibliography / Influence of Scholarships on STEM Teachers: Cluster Analysis and Characteristics

Influence of Scholarships on STEM Teachers: Cluster Analysis and Characteristics

Summary

Science, technology, engineering, and mathematics (STEM) teachers’ perceptions about the influence of scholarship on their decision to teach and to teach in a high-needs school were examined using cluster analysis. Three hundred and four Noyce scholars, who were currently teaching, and who received funding from 45 institutions located throughout the United States responded to this national survey that was part of a larger cross-sectional program evaluation. Three disparate clusters were identified: less committed to becoming a teacher and teaching in a high-needs school, highly committed to becoming a teacher but not to teaching in a high-needs school, and highly committed to becoming a teacher and teaching in a high-needs school. Furthermore, the results indicated that the recipient’s race and the time when the scholar learned about the scholarship were related to cluster membership. These results can be used to target STEM majors who may be influenced by scholarships to enter teaching and to teach in high-needs schools.

Authors

Pey-Yan Liou, Christopher David Desjardins, Frances Lawrenz

Organization/Affiliation

Emirates College for Advanced Education, University of Minnesota Twin Cities

Year

2010

Grade Level

Post-bac-level (initial teacher preparation), Undergraduate-level (initial teacher preparation)

Discipline

Mathematics, Science, Technology

Resource Type

Article - Peer-reviewed Journal

URL

https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1949-8594.2010.00016.x

Citation

Liou, P., Desjardins, C.D., & Lawrenz, F. (2010). Influence of Scholarships on STEM Teachers: Cluster Analysis and Characteristics. School Science and Mathematics, 110(3), 128-143. https://doi.org/10.1111/j.1949-8594.2010.00016.x

Content Focus

Recruiting and Supporting Candidates, Retention, Support, and Tracking of Graduates

This material is based upon work supported by the National Science Foundation (NSF) under Grant Numbers DUE- 2041597 and DUE-1548986. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.

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