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The MESA Study

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Title: The MESA Study
Language: English
Authors: Denson, Cameron D.
Source: Journal of Technology Education. Fall 2017 29(1):66-94.
Availability: Journal of Technology Education. Web site: http://scholar.lib.vt.edu/ejournals/JTE
Peer Reviewed: Y
Page Count: 29
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Descriptors: STEM Education, Science Achievement, Mixed Methods Research, Self Efficacy, Student Interests, Focus Groups, Interviews, Student Surveys, Engineering Education, Mentors, Informal Education, Time Management, Need Gratification, Gender Differences, Ethnicity, Outcomes of Education, Correlation, Minority Group Students, High School Students, Science Course Improvement Projects, Grounded Theory
Geographic Terms: California, Maryland, Washington, Utah
ISSN: 2331-4702
Abstract: This article examines the Mathematics, Engineering, Science Achievement (MESA) program and investigates its impact on underrepresented student populations. MESA was started in California during the 1970s to provide pathways to science, technology, engineering, and mathematics careers for underrepresented students and represents an exemplar model of informal learning environments. Using a mixed-method research design of investigation, this exploratory study looks at the relationship between MESA activities and underrepresented students' self-efficacy, interests, and perceptions related to engineering. Evidences for this study includes data from focus-group interviews conducted and results from quantitative data collected using the Engineering, Self-Efficacy, Interests, and Perceptions Survey (ESIPS) instrument. Results from this study suggest that participation in MESA's activities has a positive influence on underrepresented students' self-efficacy, interests, and perceptions related to engineering.
Abstractor: As Provided
Number of References: 63
Entry Date: 2017
Accession Number: EJ1164712
Database: ERIC
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  Data: The MESA Study
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Technology+Education%22"><i>Journal of Technology Education</i></searchLink>. Fall 2017 29(1):66-94.
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  Data: 29
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink><br /><searchLink fieldCode="DE" term="%22Maryland%22">Maryland</searchLink><br /><searchLink fieldCode="DE" term="%22Washington%22">Washington</searchLink><br /><searchLink fieldCode="DE" term="%22Utah%22">Utah</searchLink>
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  Data: 2331-4702
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  Data: This article examines the Mathematics, Engineering, Science Achievement (MESA) program and investigates its impact on underrepresented student populations. MESA was started in California during the 1970s to provide pathways to science, technology, engineering, and mathematics careers for underrepresented students and represents an exemplar model of informal learning environments. Using a mixed-method research design of investigation, this exploratory study looks at the relationship between MESA activities and underrepresented students' self-efficacy, interests, and perceptions related to engineering. Evidences for this study includes data from focus-group interviews conducted and results from quantitative data collected using the Engineering, Self-Efficacy, Interests, and Perceptions Survey (ESIPS) instrument. Results from this study suggest that participation in MESA's activities has a positive influence on underrepresented students' self-efficacy, interests, and perceptions related to engineering.
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  Data: EJ1164712
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 29
        StartPage: 66
    Subjects:
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Science Achievement
        Type: general
      – SubjectFull: Mixed Methods Research
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Student Interests
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      – SubjectFull: Focus Groups
        Type: general
      – SubjectFull: Interviews
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      – SubjectFull: Student Surveys
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      – SubjectFull: Engineering Education
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      – SubjectFull: Mentors
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      – SubjectFull: Informal Education
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      – SubjectFull: Time Management
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      – SubjectFull: Need Gratification
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      – SubjectFull: Gender Differences
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      – SubjectFull: Ethnicity
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      – SubjectFull: Outcomes of Education
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      – SubjectFull: Correlation
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      – SubjectFull: Minority Group Students
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      – SubjectFull: High School Students
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      – SubjectFull: Science Course Improvement Projects
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      – SubjectFull: Grounded Theory
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      – SubjectFull: California
        Type: general
      – SubjectFull: Maryland
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      – SubjectFull: Washington
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      – SubjectFull: Utah
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      – TitleFull: The MESA Study
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