Description
Guided by Tinto’s Theory of College Student Departure, I conducted a set of five studies to identify factors that influence students’ social integration in college science active learning classes. These studies were conducted in large-enrollment college science courses and some were specifically conducted in undergraduate active learning biology courses. Using qualitative and quantitative methodologies, I identified how students’ identities, such as their gender and LGBTQIA identity, and students’ perceptions of their own intelligence influence their experience in active learning science classes and consequently their social integration in college. I also determined factors of active learning classrooms and instructor behaviors that can affect whether students experience positive or negative social integration in the context of active learning. I found that students’ hidden identities, such as the LGBTQIA identity, are more relevant in active learning classes where students work together and that the increased relevance of one’s identity can have a positive and negative impact on their social integration. I also found that students’ identities can predict their academic self-concept, or their perception of their intelligence as it compares to others’ intelligence in biology, which in turn predicts their participation in small group-discussion. While many students express a fear of negative evaluation, or dread being evaluated negatively by others when speaking out in active learning classes, I identified that how instructors structure group work can cause students to feel more or less integrated into the college science classroom. Lastly, I identified tools that instructors can use, such as name tents and humor, which can positive affect students’ social integration into the college science classroom. In sum, I highlight inequities in students’ experiences in active learning science classrooms and the mechanisms that underlie some of these inequities. I hope this work can be used to create more inclusive undergraduate active learning science courses.
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Details
Title
- Toward more inclusive large-enrollment undergraduate biology classrooms: identifying inequities and possible underlying mechanisms
Contributors
- Cooper, Katelyn M (Author)
- Brownell, Sara E (Thesis advisor)
- Stout, Valerie (Committee member)
- Collins, James (Committee member)
- Orchinik, Miles (Committee member)
- Zheng, Yi (Committee member)
- Arizona State University (Publisher)
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2018
Subjects
- science education
- Biology
- Anxiety
- Humor
- LGBTQIA
- Science--Study and teaching (Higher)--Psychological aspects.
- Science
- Active learning--Psychological aspects.
- Active learning
- Sexual minority college students--Education (Higher)--Psychological aspects.
- Sexual minority college students
- Social integration--Psychological aspects.
- Social integration
Resource Type
Collections this item is in
Note
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thesisPartial requirement for: Ph.D., Arizona State University, 2018
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bibliographyIncludes bibliographical references (pages 245-266)
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Field of study: Biology
Citation and reuse
Statement of Responsibility
by Katelyn M. Cooper