Factors Influencing Hispanic Female Student Participation in STEM Education: Principals’ Perceptions

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Educational Administration

Date of Award

Fall 2021

Abstract

According to the data, educators must focus on preparing all students, especially underrepresented students, to be successful in a global workforce. While more females are pursuing the helping fields of science, technology, engineering, and mathematics (STEM), there are still many opportunities available. This study was a qualitative case study review of principals’ perceptions regarding factors that influence Hispanic female student participation in STEM career pathways in K–12 public education. There is a need to attract more females, particularly underrepresented females, to pursue careers in the STEM fields. The researcher gathered information in the natural setting regarding how principals support and encourage Hispanic female students to explore STEM areas. The study took place in a district in west Texas, where the majority of the student population is Hispanic. Criterion sampling resulted in a sample consisting of two high school principals, two middle school principals, and two elementary school principals. The researcher interviewed these principals virtually, using an open-ended semistructured protocol, regarding how their leadership actions support Hispanic female students in STEM education pathways. Their information assisted in understanding perceptions about resources that are available to support students in STEM studies. The researcher also collected data via virtual meeting observations, public records, and school records. The results gave valuable information about the principals’ perceptions of the factors that influence Hispanic female student participation in STEM.

Advisor

Kriss Kemp-Graham

Subject Categories

Education | Educational Administration and Supervision

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