| 000 | 01576nab a2200253 4500 | ||
|---|---|---|---|
| 999 |
_c10975 _d10975 |
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| 003 | OSt | ||
| 005 | 20201211152519.0 | ||
| 007 | cr aa aaaaa | ||
| 008 | 201211b ||||| |||| 00| 0 eng d | ||
| 100 |
_aMelissa Koch, _933651 |
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| 245 | _aInvestigating STEM Support and Persistence Among Urban Teenage African American and Latina Girls Across Settings | ||
| 260 |
_bSage, _c2019. |
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| 520 | _aThis study contributes to the emerging research literature on science, technology, engineering, and mathematics (STEM) support and persistence activities among urban teenage African American and Latina girls. We present three case studies of girls who participated in an afterschool STEM curriculum. Our within- and cross-case analyses focused on how various supports explained girls’ STEM persistence and career plans. Findings highlight the important role that parents played in supporting girls’ persistence and career interests across settings. These findings emphasize the need for research that spans settings to better understand the interplay of support networks that influence girls’ STEM interest and persistence. | ||
| 650 |
_aAfrican American students, _934149 |
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| 650 |
_aurban education, _934150 |
||
| 650 |
_aHispanic students, _933793 |
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| 650 |
_a minority academic success, _934151 |
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| 650 |
_aparent participation _934152 |
||
| 700 |
_a Lundh, Patrik _934153 |
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| 700 |
_aHarris, Christopher J. _932806 |
||
| 773 | 0 |
_010959 _915474 _dSage, 2019. _tUrban education |
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| 856 | _uhttps://doi.org/10.1177/0042085915618708 | ||
| 942 |
_2ddc _cART |
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