In Praise of “Unsung Teachers”: Teachers' Influences on Students Enrolling in STEM Programs with the Intent of Entering STEM Careers

Abstract

This narrative inquiry examines teachers' influences on undergraduate/graduate students who enrolled in STEM programs and intended to enter STEM careers. Three National Science Foundation (NSF) scholarship grants sat in the backdrop. Narrative exemplars were crafted using the interpretative tools of broadening, burrowing, storying and restorying, fictionalization, and serial interpretation. Three diverse students' narratives constituted the science education cases: one from teacher education, another about cybertechnology, and a third involving cybersecurity. The influence of the university students' former teachers cohered around five themes: (1) same program-different narratives, (2) in loco parentis, (3) counterstories, (4) learning in small moments, and (5) the importance of the liberal arts in STEM education. The students' narratives form instructive models for their siblings and other students pursuing STEM degrees/careers. Most importantly, the multiperspectival stories of experiences capture the far-reaching impact of “unsung teachers” whose long-term influence is greatly underestimated by the public.

Citation

Craig, C.J., Evans, P.K., Verma, R., Stokes, D.W. and Li, J. (2021), "In Praise of “Unsung Teachers”: Teachers' Influences on Students Enrolling in STEM Programs with the Intent of Entering STEM Careers", Craig, C.J., Evans, P.K. and Stokes, D.W. (Ed.) Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools (Advances in Research on Teaching, Vol. 35), Emerald Publishing Limited, Leeds, pp. 135-158. https://doi.org/10.1108/S1479-368720210000035008