NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1157181
Record Type: Journal
Publication Date: 2017
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1557-5284
EISSN: N/A
STEM Majors, Art Thinkers (STEM + Arts)--Issues of Duality, Rigor and Inclusion
Payton, Fay Cobb; White, Ashley; Mullins, Tara
Journal of STEM Education: Innovations and Research, v18 n3 p39-47 Jul-Sep 2017
There is a growing interest in STEAM (STEM + Arts) education nationwide. To uncover why these interdisciplinary initiatives can play a significant role in the student educational experience, it is crucial to identify characteristics of university students, who are participating and enrolled in STEM and arts curricula. We are interested in students who would like to actively participate in dance curricula while pursing STEM degrees, and how those students perceive social inclusion given the dominant presence of STEM fields at a predominantly white institution (PWI). We conducted focus groups with undergraduate students from two NC State University dance companies. Focus groups transcripts were coded according to our research questions along with an additional taxonomy including academic emotional engagement, self-efficacy and level of activity. Sub-themes were analyzed using pattern matching and thematic analyses. Data themes included personal, academic and institutional issues, as well as career workforce preparation. Students indicated that rigor, stigma, enhanced problem-solving skills, interdisciplinary thinking, and increased diversity and inclusion opportunities characterize their dance experiences. These experiences highlight aspects of human diversity including ethnicity, race, gender identity and class, and how dance provides a safe zone that is significantly different than their STEM coursework. Current dance students expressed why the arts are an intentional part of their academic experiences. The students drew parallels to problem-solving approaches, team collaboration and data-driven application for the "think and do" ethos that is central to the university. Our findings offer STEM researchers and leaders, along with policy-makers and funding agencies, opportunities to reframe the current thinking and approaches central to broadening participation in STEM.
Institute for STEM Education and Research. P.O. Box 4001, Auburn, AL 36831. Tel: 334-844-3360; Web site: http://www.jstem.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina
Grant or Contract Numbers: N/A