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Dou, Remy; Hazari, Zahra; Dabney, Katherine; Sonnert, Gerhard; Sadler, Philip – Science Education, 2019
In this paper, we examine the relationship between participants' childhood science, technology, engineering, and mathematics (STEM) related experiences, their STEM identity (i.e., seeing oneself as a STEM person), and their college career intentions. Whereas some evidence supports the importance of childhood (i.e., K-4) informal STEM education…
Descriptors: STEM Education, Self Concept, Student Interests, Science Careers
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Cribbs, Jennifer D.; Hazari, Zahra; Sonnert, Gerhard; Sadler, Philip M. – Child Development, 2015
This article empirically tests a previously developed theoretical framework for mathematics identity based on students' beliefs. The study employs data from more than 9,000 college calculus students across the United States to build a robust structural equation model. While it is generally thought that students' beliefs about their own competence…
Descriptors: Mathematics Skills, Student Attitudes, Structural Equation Models, College Students
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Hazari, Zahra; Sadler, Philip M.; Sonnert, Gerhard – Journal of College Science Teaching, 2013
This study explores students' self-perceptions across science subjects (biology, chemistry, and physics) by gender and underrepresented minority group membership. The data are drawn from the Persistence Research in Science and Engineering (PRiSE) project, which surveyed 7,505 students (enrolled in college English courses required for all majors)…
Descriptors: Science Education, Self Concept, Gender Differences, Disproportionate Representation