03/12/2025
By Zakkiyya Witherspoon
Candidate: Lindsay Garrett
Degree: Doctoral- Leadership in Schooling (STEM)
Defense Date: Wednesday, March 26, 2025
Time: 10:30 a.m.
Location: Remote Zoom link
Thesis/Dissertation Title: "The Impact of Phenomena-Based Teaching Strategies on High School Female Student’s Perceptions and Attitudes on Future Career Goals in STEM”
Dissertation Committee
Dissertation Chair: Yanfen Li, Ph.D., Assistant Professor, Francis College of Engineering, University of Massachusetts Lowell
Dissertation Committee Member: Robai Werunga, Ph.D., Assistant Professor of Special Education, School of Education, University of Massachusetts Lowell
Dissertation Chair: Michelle Scribner, Ed.D., Clinical Professor, Mathematics and Science Education, School of Education, University of Massachusetts Lowell
Abstract
This study explores the persistent gender disparity in STEM (Science, Technology, Engineering, and Mathematics) participation among high school students, focusing on the impact of instructional strategies on female students’ perceptions, self-efficacy, and career aspirations. Despite increasing demand for STEM professionals, women remain underrepresented in these fields. The research examines the factors influencing this disparity at Shore High School (pseudonym), a suburban high school in Pennsylvania. A local needs assessment, consisting of course enrollment data analysis and teacher interviews, identified three key barriers to female STEM participation: (1) a lack of clear understanding of STEM among educators, (2) the critical influence of teacher role models, and (3) limited awareness of STEM career pathways. The study applied Bandura’s social cognitive learning theory and tested the effectiveness of phenomena-based learning (PBL) as an intervention to improve female students’ self-efficacy and attitudes toward STEM. Over three months, a team of science teachers designed a PBL-integrated curriculum for the 9th-grade science course. Pre- and post-intervention surveys and interviews with female students were conducted to measure changes in self-efficacy and STEM career interest. While PBL increased female students’ perception of STEM and engagement in classroom activities, it did not significantly impact their overall attitudes or career aspirations toward STEM. The study highlights the need for targeted interventions, including enhanced professional development for STEM educators, increased exposure to female STEM role models, and expanded real-world STEM experiences, to close the gender gap in STEM fields.