A Qualitative Study of Marginalized Students' Academic, Physical, and Social Self-Efficacy in a Multiweek Geoscience Field Program
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| Title: | A Qualitative Study of Marginalized Students' Academic, Physical, and Social Self-Efficacy in a Multiweek Geoscience Field Program |
|---|---|
| Language: | English |
| Authors: | Ennea Fairchild (ORCID |
| Source: | Journal of Geoscience Education. 2024 72(2):146-158. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2024 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1761190 1949614 1761174 1760981 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Self Efficacy, Earth Science, Field Experience Programs, Undergraduate Students, Summer Science Programs, Academic Persistence, Science Education, Student Experience, Females, LGBTQ People, Career Choice |
| DOI: | 10.1080/10899995.2023.2215673 |
| ISSN: | 1089-9995 |
| Abstract: | Undergraduate summer field programs are valuable experiences that can foster or reduce students' self-efficacy, an important factor in students' success and retention in geoscience. Growing research findings show that science field experiences can be hostile and unwelcoming to students with marginalized identities, which may negatively impact their self-efficacy in geoscience, a discipline with a dearth of students from underrepresented, marginalized identities. We conducted an interpretive qualitative study examining how summer geoscience field programs affected two undergraduate, marginalized students' self-efficacy. Adding to existing theoretical explanations of self-efficacy, we identified three types of self-efficacy impacted positively and negatively by geoscience field experiences: academic, physical, and social self-efficacy. We developed a nuanced understanding of the specific field experiences that influenced the 'ups and downs' of students' self-efficacy and, ultimately, their intent in continuing to pursue a geoscience education or career. Despite negative experiences, including gender discrimination, crude sexual jokes, and a lack of belonging, the students described their intent to persist in geoscience. Our findings can assist geoscience educators (and others in field-based sciences) to consider experiences that support and hinder marginalized students' self-efficacy. Also, our findings can guide efforts to improve geoscience field programs to create more inclusive environments. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1420260 |
| Database: | ERIC |
| Abstract: | Undergraduate summer field programs are valuable experiences that can foster or reduce students' self-efficacy, an important factor in students' success and retention in geoscience. Growing research findings show that science field experiences can be hostile and unwelcoming to students with marginalized identities, which may negatively impact their self-efficacy in geoscience, a discipline with a dearth of students from underrepresented, marginalized identities. We conducted an interpretive qualitative study examining how summer geoscience field programs affected two undergraduate, marginalized students' self-efficacy. Adding to existing theoretical explanations of self-efficacy, we identified three types of self-efficacy impacted positively and negatively by geoscience field experiences: academic, physical, and social self-efficacy. We developed a nuanced understanding of the specific field experiences that influenced the 'ups and downs' of students' self-efficacy and, ultimately, their intent in continuing to pursue a geoscience education or career. Despite negative experiences, including gender discrimination, crude sexual jokes, and a lack of belonging, the students described their intent to persist in geoscience. Our findings can assist geoscience educators (and others in field-based sciences) to consider experiences that support and hinder marginalized students' self-efficacy. Also, our findings can guide efforts to improve geoscience field programs to create more inclusive environments. |
|---|---|
| ISSN: | 1089-9995 |
| DOI: | 10.1080/10899995.2023.2215673 |
