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A process for building the capacity of informal science education providers to engage Latinos

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dc.contributor.authorSorensen, Erica Kathryn, author
dc.contributor.authorBruyere, Brett L., advisor
dc.contributor.authorBalgopal, Meena, advisor
dc.contributor.authorTeel, Tara L., committee member
dc.coverage.spatialUnited States
dc.date.accessioned2007-01-03T05:46:02Z
dc.date.available2007-01-03T05:46:02Z
dc.date.issued2010
dc.descriptionDepartment Head: Michael J. Manfredo.
dc.description.abstractThe challenges of our global economy and escalating environmental concerns are fueling the demand for qualified graduates in science, technology, engineering, and mathematics (STEM) fields. However, the U.S. now lags behind many other industrialized nations in science achievement. Furthermore, educators have been struggling to close the gap in science achievement between White and non-White students in this country for decades. Considering the rapid demographic changes occurring in the U.S., improving science education for all students has become a critical priority. Latinos are the largest and fastest growing ethnic group in the United States, yet Latino students remain at the margins of STEM education and are underrepresented in these fields in the workforce. Informal science education (ISE) is science learning that occurs outside of formal classrooms in settings such as museums, zoos, science and nature centers, and other community-based youth development programs. ISE programs can have many academic and social benefits for participants and play an important role in improving science education, yet they often face challenges in engaging Latinos and other diverse youth and families. The challenges of our global economy and escalating environmental concerns are fueling the demand for qualified graduates in science, technology, engineering, and mathematics (STEM) fields. However, the U.S. now lags behind many other industrialized nations in science achievement. Furthermore, educators have been struggling to close the gap in science achievement between White and non-White students in this country for decades. Considering the rapid demographic changes occurring in the U.S., improving science education for all students has become a critical priority. Latinos are the largest and fastest growing ethnic group in the United States, yet Latino students remain at the margins of STEM education and are underrepresented in these fields in the workforce. Informal science education (ISE) is science learning that occurs outside of formal classrooms in settings such as museums, zoos, science and nature centers, and other community-based youth development programs. ISE programs can have many academic and social benefits for participants and play an important role in improving science education, yet they often face challenges in engaging Latinos and other diverse youth and families.
dc.format.mediummasters theses
dc.identifier2010_Summer_Sorensen_Erica.pdf
dc.identifierETDF2010100005HDNR
dc.identifier.urihttp://hdl.handle.net/10217/39352
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.titleA process for building the capacity of informal science education providers to engage Latinos
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineHuman Dimensions of Natural Resources
thesis.degree.grantorColorado State University
thesis.degree.levelMasters
thesis.degree.nameMaster of Science (M.S.)

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