Comparing Student Views of Opportunity to Learn in Comprehensive and Inclusive STEM High Schools

• In Event: 44.074 - Inclusive and Culturally Relevant Perspectives on Science Education

Abstract

This study’s purpose was to understand STEM education in inclusive STEM high schools (ISHSs) and traditional comprehensive high schools through” Day in the Life” narratives of four African American or Latino high school students. Researchers shadowed focal students in matched pairs of schools, and analyzed student, parent and educator interviews and classroom observations. Students in ISHSs were required to take more college preparatory STEM classes, knew more about STEM in context, had more opportunities to engage in 21st century skills, and were more knowledgeable about college admissions and careers. All focal students demonstrated affective traits consistent with college and career success, but students in ISHSs were supported through academic programs while comprehensive school students were supported by school-based non-academic experiences.

Authors

• Sharon J. Lynch, The George Washington University

• Michael Robert Ford, The George Washington University

• Shari Matray, The George Washington University