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The Influence of Professors on Students Enrolled in the STEM Programs with the Intent of Embarking on STEM Careers

Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools

ISBN: 978-1-83909-457-6, eISBN: 978-1-83909-456-9

Publication date: 12 April 2021

Abstract

Scant attention has been paid to the influence of professors on science, technology, engineering, and mathematics (STEM) students' learning and lives at the tertiary level. To fill this void, this chapter examines the influence of professors on students' entering and remaining in the STEM disciplines and pursuing STEM careers within the context of six funded STEM grants in the southern United States. We examine professor–student interactions using the students' storied experiences as the fodder for our narrative inquiry. We present narrative exemplars from which the following themes emerged: (1) agency as a student and agency as a human being, (2) development of students' multilayered identities, and (3) professors' engagement of themselves in their interactions with students. A discussion of learner-centeredness and professors' professional development in higher education concludes this study of professors' influence on students' learning and intended careers.

Keywords

Citation

Li, J., Evans, P.K., Craig, C.J., Stokes, D.W., Verma, R. and Zhu, G. (2021), "The Influence of Professors on Students Enrolled in the STEM Programs with the Intent of Embarking on 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. 159-177. https://doi.org/10.1108/S1479-368720210000035010

Publisher

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Emerald Publishing Limited

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