View in EDS

A Qualitative Study of Marginalized Students' Academic, Physical, and Social Self-Efficacy in a Multiweek Geoscience Field Program

Saved in:
Bibliographic Details
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 0000-0003-2438-7951), Julie Sexton, Harmony Newman (ORCID 0000-0001-9238-2795), Krystal Hinerman (ORCID 0000-0003-2777-0905), Jessica McKay, Eric Riggs (ORCID 0000-0001-8781-1452)
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1420260
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: A Qualitative Study of Marginalized Students' Academic, Physical, and Social Self-Efficacy in a Multiweek Geoscience Field Program
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Ennea+Fairchild%22">Ennea Fairchild</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2438-7951">0000-0003-2438-7951</externalLink>)<br /><searchLink fieldCode="AR" term="%22Julie+Sexton%22">Julie Sexton</searchLink><br /><searchLink fieldCode="AR" term="%22Harmony+Newman%22">Harmony Newman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9238-2795">0000-0001-9238-2795</externalLink>)<br /><searchLink fieldCode="AR" term="%22Krystal+Hinerman%22">Krystal Hinerman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2777-0905">0000-0003-2777-0905</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jessica+McKay%22">Jessica McKay</searchLink><br /><searchLink fieldCode="AR" term="%22Eric+Riggs%22">Eric Riggs</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8781-1452">0000-0001-8781-1452</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Geoscience+Education%22"><i>Journal of Geoscience Education</i></searchLink>. 2024 72(2):146-158.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 13
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: National Science Foundation (NSF)
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: 1761190<br />1949614<br />1761174<br />1760981
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Earth+Science%22">Earth Science</searchLink><br /><searchLink fieldCode="DE" term="%22Field+Experience+Programs%22">Field Experience Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Summer+Science+Programs%22">Summer Science Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Persistence%22">Academic Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22LGBTQ+People%22">LGBTQ People</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Choice%22">Career Choice</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/10899995.2023.2215673
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1089-9995
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1420260
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1420260
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/10899995.2023.2215673
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 146
    Subjects:
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Earth Science
        Type: general
      – SubjectFull: Field Experience Programs
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Summer Science Programs
        Type: general
      – SubjectFull: Academic Persistence
        Type: general
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Females
        Type: general
      – SubjectFull: LGBTQ People
        Type: general
      – SubjectFull: Career Choice
        Type: general
    Titles:
      – TitleFull: A Qualitative Study of Marginalized Students' Academic, Physical, and Social Self-Efficacy in a Multiweek Geoscience Field Program
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Ennea Fairchild
      – PersonEntity:
          Name:
            NameFull: Julie Sexton
      – PersonEntity:
          Name:
            NameFull: Harmony Newman
      – PersonEntity:
          Name:
            NameFull: Krystal Hinerman
      – PersonEntity:
          Name:
            NameFull: Jessica McKay
      – PersonEntity:
          Name:
            NameFull: Eric Riggs
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 1089-9995
          Numbering:
            – Type: volume
              Value: 72
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Journal of Geoscience Education
              Type: main
ResultId 1