Using Mixed-Methods Explanatory Sequential Design to Understand How Integrated Curricula Shape Youth’s Occupational Identity

• In Event: Design Research Methods

Abstract

This mixed methods explanatory sequential design study was part of a long-term research-practice partnership (RPP) between a university, a computer science education organization, and school districts in Appalachia. The RPP iteratively solves problems of practice related to the creation of STEAM and Computer Science pathways in partner school districts. Partners explored the impact of teacher-designed curricula integrating Environmental Justice and data science on youth’s occupational identity development (OID). This study examined how such curricula affected youth’s self-efficacy in related occupations. The findings offer valuable insights for teacher educators and research-practice partners to support youth’s self-efficacy and OID. Additionally, the study critically examined equity, justice, and opportunity implications, emphasizing the dual focus on theory and practice.

Authors

• Holly Maribeth Plank, Bowling Green State University

• Hillary Chelednik, University of Pittsburgh

• Cassie F. Quigley, University of Pittsburgh