Analysis of Measurement Invariance in STEM Attitudes and Gender Differences in STEM-Themed Versus Traditional Elementary Schools

• In Event: Revisiting Sociocultural Influences in Assessment and Student Performance: Challenges and Opportunities

Abstract

To better understand the impact of STEM education innovations such as STEM-themed schools, this study attempts to: 1) detect the difference of elementary students’ STEM attitude between the STEM-themed schools and traditional schools, and 2) examine if gender stereotype functions differently in two types of schools. An adjusted second-order factor model is accepted as one plausible model. The multi-group CFA is applied to check the measurement invariance assumptions. We hypothesize: 1) students in the STEM-themed school have higher STEM attitude; 2) gender stereotype is more prominent in traditional schools. Findings from this research will inform district personnel interested in the value-added aspects of STEM education experiences, researchers interested in education reform, and teachers interested in improving their STEM instruction practice.

Authors

• Shiyang Su, University of Minnesota - Twin Cities

• Keisha Varma, University of Minnesota