Postsecondary Persistence of Math and Science Education Majors: Impact of College Faculty's Instructional Practices on Academic Integration

• In Event: 60.084 - Roundtable Session 20
  In Roundtable Session: 60.084-10 - STEM Issues in Higher Education

Abstract

A postsecondary persistence framework based on Tinto’s model was utilized to examine the impact of classroom experiences on the academic integration of undergraduate college students. Participants in the study were members of a cohort of students in the Grow Your Own Teacher (GYOT) Program, a high school-college transition program that supports disadvantaged youth in the goal to become mathematics or science teachers. A naturalistic inquiry approach made possible the examination of factors that influenced persistence in the context of school experiences. Specifically, the study compared the GYOT students’ classroom experiences in math and science courses to experiences in other subjects and examined the impact of classroom experiences on persistence.

Authors

• Karleen R. Goubeaud, Long Island University

• Estelle Kamler, Long Island University