Date of Award
8-2024
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
School
Center for Science and Math Education
Committee Chair
Maria Wallace
Committee Chair School
Center for Science and Math Education
Committee Member 2
Kaitlin Baudier
Committee Member 2 School
Biological, Environmental, and Earth Sciences
Committee Member 3
Kendrick Buford
Committee Member 3 School
Center for Science and Math Education
Committee Member 4
Rachel Gisewhite
Committee Member 4 School
Center for Science and Math Education
Abstract
This dissertation investigates the role of community-engaged volunteer experiences in enhancing culturally relevant science communication self-efficacy and future scientific community engagement among undergraduate STEM students. Critical Theory with a Foucauldian lens was leveraged to interpret how community engaged learning can disrupt the current view of “success” in postsecondary STEM education by diversifying the skills and knowledge emphasized, thereby redistributing power. The research was conducted within a partnership between the University of Southern Mississippi and the Hattiesburg Zoo, involving undergraduate students in a zoology course. Participants volunteered as docents at the zoo, engaging in science communication with diverse public audiences. Data were collected through surveys administered multiple times over a semester, assessing science communication self-efficacy and propensity for future community engagement. Results suggest a nuanced relationship between participation in the docent program at the Hattiesburg Zoo and measures of self-efficacy and community engagement, and some conclusions are constrained due to small sample sizes. Notable results include a significant difference in both culturally relevant science communication self-efficacy and propensity to participate in future scientific community engagement activities between transfer and non-transfer students, with transfer students having higher scores for both measures. This could indicate that transfer students thrive when given opportunities to demonstrate their skills outside of the classroom. It was concluded that community-engaged learning has the potential to disrupt established systems and structures of power and create more equitable educational opportunities. It calls for a shift away from reductionist measures of achievement toward a holistic approach that values applied knowledge and inclusive practices. This research contributes to the discourse on decolonizing STEM education and offers insights into fostering persistence and success among all students, particularly those from marginalized communities. This research underscores the importance of redefining success in STEM education to promote equity and inclusion, ultimately aiming to cultivate a diverse and competent STEM workforce capable of addressing global challenges.
Copyright
2024, Caroline Sorey
Recommended Citation
Sorey, Caroline, "Beyond Grades: Disrupting dominant narratives of success in undergraduate science through community engagement" (2024). Dissertations. 2287.
https://aquila.usm.edu/dissertations/2287