Date of Award

2023

Document Type

Dissertation

Degree Name

Education (Ed.D.)

Department

Administrative and Instructional Leadership

First Advisor

Stephen Kotok

Second Advisor

Ceceilia Parnther

Third Advisor

Audrey Figueroa-Murphy

Abstract

This study examines how Science, Technology, Engineering, and Mathematics (STEM) Education may improve English language learners' academic achievement and high school graduation. In particular, it highlights the plight faced by ELLs in high schools regarding quality education that allows them to graduate on time and attend college. The analysis for this study is grounded on the self-efficacy component of Albert Bandura's Social Cognitive Theory (Bandura, 1977), which focuses on the hypothesis that students are motivated by positive experiences that contributes to their academic success (Hsieh & Kang, 2010). Using Albert Bandura's self-efficacy framework and nationally representative data from the High School Longitudinal Study of 2009 (HSLS:09), this study will analyze: (a) To what extent do ELLs differ from non-English learners in STEM course-taking?; (b) To what extent do ELLs differ from non-English learners in high school graduation? ; (c)To what extent do ELLs differ from non-English learners in STEM efficacy?; (d) To what extent is higher STEM efficacy related to STEM course-taking for ELLs?; and (e) To what extent is higher STEM efficacy related to high school graduation for ELLs? The sample for this study consists of a subset of 546 ELLs. Two independent sample t-tests were performed to compare ELLs and non-English learners' STEM participation and STEM efficacy. A chi-square test of independence will be implemented to compare ELLs and non-English learners' high school graduation. A multivariate linear regression analysis was conducted to explore STEM course-taking predictability related to STEM course-taking efficacy. In addition, a logistic regression analysis will be conducted to investigate the degree to which higher STEM efficacy is related to ELLs' high school graduation. This study is significant because the national graduation rate of ELLs is 69.9 %, compared to 84% for the general student population (U.S. Department of Education, NCES, 2017) (Ku & Brantly, 2020). Ensuring all our students have proper access and equitable opportunities to quality education, including ELLs and ELLs with disabilities, is a matter of social justice. As responsible and ethical leaders, we must be agents of change, ensuring all historically disadvantaged students have equitable opportunities to achieve and access academic excellence.

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