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Exploring Science Identity and Latent Factors of Student Gains in a Place-Based Marine Science CURE Designed to Provide Access to Hawai?i Students from Historically Marginalized Ethnicities

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Title: Exploring Science Identity and Latent Factors of Student Gains in a Place-Based Marine Science CURE Designed to Provide Access to Hawai?i Students from Historically Marginalized Ethnicities
Language: English
Authors: Christine M. Ambrosino, Kelvin D. Gorospe, Lisa B. Limeri, Seaenna Correa-Garcia, Malia Ana J. Rivera
Source: CBE - Life Sciences Education. 2024 23(4).
Availability: American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: https://www.lifescied.org/
Peer Reviewed: Y
Page Count: 11
Publication Date: 2024
Sponsoring Agency: National Science Foundation (NSF)
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, STEM Education, Indigenous Populations, Place Based Education, Student Research, Summer Science Programs, Marine Education, Science Interests, Scientific Attitudes, Scientific Concepts, Achievement Gains, Authentic Learning, Minority Group Students
Geographic Terms: Hawaii
DOI: 10.1187/cbe.24-02-0038
ISSN: 1931-7913
Abstract: Hawai?i students, and in particular Native Hawaiian students, face high rates of attrition and low representation in Science, Technology, Engineering, and Mathematics (STEM) academic majors and careers, but place-based Course-based Undergraduate Research Experiences (CUREs) such as the Research Experiences in Marine Science (REMS) summer program may help to better engage these students with scientific content understanding and skills development. This article assesses latent factors of student gains after participating in the REMS program as they relate to student science identity. Results from an exploratory factor analysis examining the internal structure of an assessment measure delivered during the program suggest strong evidence of four latent factors in student self-reported learning gains: Content Understanding, Scientific Skills, Interest, and Integration. These factors will guide the development and delivery of the REMS survey as it is applied to additional cohorts of students participating in REMS and other, similar programs being developed and implemented in Hawai?i to support Native Hawaiian students. Although there were no significant relationships between these factors and responses to a science identity survey item, additional insights from an alumna of the program highlight how place-based elements in CUREs provide authentic and rigorous research training experiences for students from populations historically marginalized in STEM.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1453467
Database: ERIC
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  Data: Exploring Science Identity and Latent Factors of Student Gains in a Place-Based Marine Science CURE Designed to Provide Access to Hawai?i Students from Historically Marginalized Ethnicities
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  Data: American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: https://www.lifescied.org/
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  Data: 10.1187/cbe.24-02-0038
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  Data: Hawai?i students, and in particular Native Hawaiian students, face high rates of attrition and low representation in Science, Technology, Engineering, and Mathematics (STEM) academic majors and careers, but place-based Course-based Undergraduate Research Experiences (CUREs) such as the Research Experiences in Marine Science (REMS) summer program may help to better engage these students with scientific content understanding and skills development. This article assesses latent factors of student gains after participating in the REMS program as they relate to student science identity. Results from an exploratory factor analysis examining the internal structure of an assessment measure delivered during the program suggest strong evidence of four latent factors in student self-reported learning gains: Content Understanding, Scientific Skills, Interest, and Integration. These factors will guide the development and delivery of the REMS survey as it is applied to additional cohorts of students participating in REMS and other, similar programs being developed and implemented in Hawai?i to support Native Hawaiian students. Although there were no significant relationships between these factors and responses to a science identity survey item, additional insights from an alumna of the program highlight how place-based elements in CUREs provide authentic and rigorous research training experiences for students from populations historically marginalized in STEM.
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        Value: 10.1187/cbe.24-02-0038
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: STEM Education
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      – SubjectFull: Indigenous Populations
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      – SubjectFull: Summer Science Programs
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      – SubjectFull: Scientific Attitudes
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      – SubjectFull: Scientific Concepts
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      – SubjectFull: Achievement Gains
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      – SubjectFull: Authentic Learning
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      – SubjectFull: Minority Group Students
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      – SubjectFull: Hawaii
        Type: general
    Titles:
      – TitleFull: Exploring Science Identity and Latent Factors of Student Gains in a Place-Based Marine Science CURE Designed to Provide Access to Hawai?i Students from Historically Marginalized Ethnicities
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              Y: 2024
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