The Stereotypes Of Science Teachers

Student tardy rates have significantly hindered their attendance at CSI zero period classes. This has affected student achievement levels, and the rate at which students are retained in the CSI program, thus leading to a high student retention rate in CSI from year to year. This also results in large CSI class sizes that are not beneficial to student learning. In addition, when interviewing CSI teachers, it is apparent that numerous attempts were made to communicate with parents and remedy the attendance problem, however students continued to show up late to school, or miss zero period completely.

My area of interest deals with teacher efficacy in STEM education. The article I have chosen discusses issues related to teacher efficacy, standardizing STEM education, using educational theories, pedagogical approaches, increasing teacher capacity and supports provided to teachers in STEM education. This topic is relevant because it supports the idea of building the efficacy of educators in STEM that is needed to prepare our students for the 21st century global workforce.

As a SETA member I have participated twice as a workshop presenter for the annual STEM Workshop Conferences, “Expanding Your Horizons,” and the “Latino Youth Leadership Academy.” These conferences entitle grade school students to expose themselves to science workshops; raising awareness of higher education in the STEM field, which is an important advocacy I

America’s school system is dramatically declining due to the lack of preparation that America’s High-school 's fail to deliver to its students. High-schools and their incompetent teachers do not adequately prepare students for jobs in Stem fields. STEM jobs are Science, Technology, Engineering and Math careers that pay wages close to double the U.S average. STEM jobs are vital in order to obtain a thriving market of new ideas and inventions in the world. Without proper teaching from qualified teachers in these particular fields many students may lose interest, not enjoy their teachings, or not even properly understand what STEM jobs are. This leaves many students unsatisfied with their experience limiting their abilities to do something great. Teachers are frequently found lacking degrees in the particular fields they teach: “Almost 40% of high-school math teachers have neither a college major nor minor in math.” (Chang 345). American students learn from unqualified teachers, hindering their ability to get a job in the fast paced twenty first century. It is important to understand the direct correlation between the mastering of essential subject matter and the success of our students to better the country. Studies have been shown to prove that teachers can change the trajectory of their students’ lives. Teachers who lack complete understanding in the fields that they teach can greatly negatively impact students lives further down the course of their lifetimes. Therefore when

The media portrays high schools being full of identity stereotypes, whether it is in movies, TV shows, or sometimes music. Each school has the group of star athletes, the kids bound for broadway, and the kids who could become the next Einstein. Every show or movie has the same supporting character who each belonged to different cliques.

From overt to subtle, prejudices and stereotypes in the United States sustains a widespread, structured institutional presence in culture, law, and psychology and remains one of the greatest determinants of inequality (Ladson-Billings & Tate, 1995). A ubiquitous misconception is often posited that Black males, an underrepresented and highly stereotyped group on higher education campuses, utterly and unequivocally share similar experiences and backgrounds (Harper & Nichols, 2008). Conceivably, some misconceptions generated about Black male undergraduate students can be attributed to changing demographics in higher education and the acknowledgement of differences between established races. Efforts dating back to the 1960’s, accompanied by affirmative

Though we may say words don’t hurt us, they do in one form or another. By the middle of fourth grade instead of being known as the nice girl as I was in my old school, I became the outcast. It all began when one of the girls in my group had a comment about why I was in school when I could be doing her yard work. It was the furthermost embarrassing moment in my entire life, and while all the students laughed uncontrollably all I could do is hide my face in shame. This moment had sparked the never ending bullying that was my fourth and fifth-grade year. While walking the hallway’s boys would call me “illegal” and, of course, a “wetback”. Though I find it humorous now, this was undoubtedly the ultimate dilemma I faced living in Georgia. Two

Have you ever been stereotyped, if so how did you feel? In American education, it is typical for students to be stereotyped as well as the educational system. The stereotypes can often effect the students' education. In the movie, Freedom Writers, teachers and administration had given up on students that they perceived as “trouble,” except Mrs. Gruwell. She wanted to prove regardless the stereotypes, everyone can still learn and have the same opportunity at education.

The researcher conducted the study in a rural school that is located in western New York. The sample study was 64 students who were selected of four science classrooms in the 8th grade that consist of heterogeneous group of students in terms of capacity and gender but almost homogeneous in ethnicity. Three of these classes were inclusive

While there has been an increase in STEM resources and programs aimed at these adolescents, these programs are usually located in the affluent high schools. Not all of the public schools may not have such resources or funds to provide the prerequisite advanced math and science courses. Additionally, the underrepresented adolescents face socio-cultural barriers and stereotypical beliefs about their potential in these courses from as early as the fifth or sixth grade. These limiters can include students being discouraged to pursue stem or the individuals facing stereotype threats about their abilities in Math and Science classes. Studies have shown that these limiting factors may emerge as early as 10 to 12 years old (Shapiro, et. all, 2015) and will affect the career choices for the adolescents. However, by parents or teachers providing supportive influences which can challenge the barriers and stereotypes, they can potentially boost the potential of STEM career engagement and the participation within the STEM classes for these underrepresented youth. This increase will provide and strengthen a diverse workforce which is crucial to future STEM

Science is comprised of fields that investigate the physical and natural world or events dealing with matter, energy, and their interrelations with objectively measurable phenomena (Natural Science). Scientific fields are often subsumed under the umbrella term STEM which stands for Science, Technology, Engineering, and Mathematics. Historically, STEM fields have been void of diversity and largely dominated by White males, leaving minority’s under-represented (Hines 3). Preserving the integrity of these fields is dependent upon diversity because it prevents bias and promotes the contributions different backgrounds bring to academia (Hines 4). Today’s global market requires a growing investment in the fields of science education to remain competitive with other countries (Palmer, Davis and Moore 105). President Baraka Obama has pushed to increase the number of minorities represented in STEM. In the article Obama Pushes STEM in State of the Union, freelance writer for U.S. News Jason Koebler quotes the President’s State of the Union speech where he urges Americans to, “Think about the America within our reach: A country that leads the world in educating its people. An America that attracts a new generation of high-tech manufacturing and high-paying jobs”. President Obama understands that it is essential for the nation to,

The student I could relate to the most is Eliza. She accidentally got into the science field, and discovered that she enjoys science. She used to do modeling and acting, but ended up in the science field. She learned a lot about herself. Her personality started off as a preppy princess. Her principal knew her as the girl who wore the tiara. In my elementary school, I wore dresses and loved wearing crowns and tiaras to school. We both were never into science, but a family member motivated us into it. She got motivated into doing science by her grandfather. I got motivated to do science because of my father. Eliza and I broke the stereotype of science geeks. We don’t wear big, black glasses, say E=mc^2, or have no fashion sense. Eliza wore dresses,

fter seeing that horrible junk paper in Scientific Reports, and after some correspondence with people who’ve submitted to the journal and reviewed papers for it, there’s a question that I think needs to be asked. Has anyone ever had a paper rejected from this journal? They’re supposed to review for accuracy, not impact, but if that paper under discussion got through, then anything can get through. Let’s set the bar lower, then: has anyone ever even heard of any substantial revisions during its editorial process? The number of people saying that they’ve tried to review papers for SR only to find the paper published basically as it first came in makes a person wonder. At least they do seem to be sending papers out for review, although you’d certainly wonder who “reviewed” that last one.

The aspects of my current practice that support quality STEM education correlate to the strategies employed to implement the curriculum. Fundamental towards this approach remains the establishment of a learning community that values mistakes as learning opportunities, where students “can feel safe to learn, relearn, and explore knowledge and understanding” (Hattie, 2009, p. 240). Establishment of such a community requires front loading from the beginning of the school year and daily maintenance throughout the academic year. The foundation for community is laid during the morning meeting. This student led meeting consists of a greeting, sharing, group activity, and a morning message and is in keeping with the Responsive Classroom approach. “The Responsive Classroom approach consists of a set of practices that build academic and social-emotional competencies and that can be used along with many other

As I look back at my science education, I cannot recall a lot of details about my science classes or my science teachers. I tend to have a love/hate relationship when it comes to science. Science is a subject that did not come easily to me. I had to spend a lot of hours each week studying in order to be able to pass the test for that week. Although I spent many hours studying every week for a test, I found myself not being able to recall the information I had studied once the test was over with. Because of this, I am not satisfied with my level of knowledge of science nor am I confident in my understanding of science. I believe that if I would have had more teachers to make science fun, I would have learned a lot more information.