Virginia Snodgrass Rangel, Jerrod A. Henderson, Victoria Doan, Rick Greer and Mariam Manuel
The purposes of this study were to describe the roles mentors enacted as part of an afterschool science, technology, engineering and mathematics (STEM) program and how those roles…
Abstract
Purpose
The purposes of this study were to describe the roles mentors enacted as part of an afterschool science, technology, engineering and mathematics (STEM) program and how those roles varied across three sites and to explain those differences.
Design/methodology/approach
The authors used a comparative case study design and collected data primarily from interviews with program mentors and observations of the sessions.
Findings
The authors found that the mentors played four roles, depending on the school site: teachers, friends, support and role models. Mentors interpreted cues from the environment in light of their own identities, which ultimately led them to construct a plausible understanding of their roles as mentors.
Research limitations/implications
The authors identify four mentoring roles that are somewhat consistent with prior research and demonstrate that the roles mentors enact can vary systematically across sites, and these variations can be explained by sensemaking. This study also contributes to research on mentoring roles by elaborating each identified role and offering a framework to explain variability in mentor role enactment.
Practical implications
The authors recommend that mentoring program directors discuss the roles that mentors may enact with mentors as part of their training and that they engage mentors in identity work and also recommend that program managers create unstructured time for mentors to socialize outside STEM activities with their mentees.
Originality/value
This study contributes to mentoring research by using sensemaking theory to highlight how and why mentoring roles differ across school sites.
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Paige K. Evans, Mariam Manuel, Ha Nguyen, Donna W. Stokes, Cheryl J. Craig, Xiao Han and Jeffrey Morgan
This chapter traces the career trajectories of the teachHOUSTON science, technology, engineering, and mathematics (STEM) teachers since the inception of the program. It asks…
Abstract
This chapter traces the career trajectories of the teachHOUSTON science, technology, engineering, and mathematics (STEM) teachers since the inception of the program. It asks whether the National Science Foundation (NSF) investment of millions of dollars in STEM education produced more STEM teachers of high quality for the diverse, urban area. The chapter is filled with descriptive statistics and stories. Two major findings are that the teachHOUSTON program produced double-digit physics teachers when the Greater Houston area had not had a freshly prepared physics teacher in over a decade. Additionally, teachHOUSTON graduates have distinguished themselves by being named recipients of several awards such as beginning teacher of the year awards, district teacher of the year awards, among other distinctions. teachHOUSTON alumni are also serving in a variety of leadership capacities for high-need public school districts. The chapter ends with a discussion of the program's strengths as well as the areas in which it continues to grow. Three new NSF grants allow for continued improvement and transition this work into two additional books proposed in this three-volume series.
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Paige K. Evans, Leah McAlister-Shields, Mariam Manuel, Donna W. Stokes, Ha Nguyen and Cheryl J. Craig
This chapter illuminates the impact of providing informal learning experiences for students pursuing Science, Technology, Engineering, and Mathematics (STEM) teaching careers at a…
Abstract
This chapter illuminates the impact of providing informal learning experiences for students pursuing Science, Technology, Engineering, and Mathematics (STEM) teaching careers at a time when there is a considerable shortage of qualified teachers in America's urban centers. Preservice STEM teachers were provided with the opportunity to participate in a National Science Foundation (NSF) grant funded Noyce Internship Program prior to serving as counselors and teaching assistants in a STEM camp for underrepresented middle school students. Through the Noyce Internship Institute, participants were introduced to interactive sessions that model promising teaching practices including inquiry-based and project-based learning. This narrative inquiry examines the impact of these experiences on preservice STEM teachers' self-efficacy and highlights outcomes in three areas: increase of preservice teachers' confidence, classroom management, and strengthening their desire to teach STEM.
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Cheryl J. Craig, Paige K. Evans and Donna W. Stokes
This chapter outlines the contents of Preparing Secondary STEM Teachers to Teach in America's Urban Schools. The volume begins with an overview of the teachHOUSTON STEM teacher…
Abstract
This chapter outlines the contents of Preparing Secondary STEM Teachers to Teach in America's Urban Schools. The volume begins with an overview of the teachHOUSTON STEM teacher education program in Chapter 2 and is followed by an account of the collaboration that took place between a Physics professor and a teachHOUSTON Physics teacher educator and its impact on STEM teacher preparation in Chapters 3-4. Chapters 5 and 6 include discussions about formal and informal learning opportunities and include a narrative of a student's experience on how the Noyce Internship Institute contributed to their STEM teacher learning. In Chapters 7–9, readers learn about the influence of parents, teachers, and professors on students' entry into and decision to work in the STEM and/or STEM education field, with an emphasis on those in STEM teacher education. Chapter 10 highlights the value of scholarship grants; Chapter 11 addresses the growth and development of teachHOUSTON, the impact of the scholarships awarded to many of its students and traces where its graduates currently are teaching in order to demonstrate that teachHOUSTON has fulfilled its mission. The final chapter of the book reflects on teachHOUSTON as a secondary urban teacher education program and summarizes significant points that have led to its success.
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Leadership is basically about influence and ability to cultivate followership. This chapter examined the nature of indigenous socio-political leadership in Africa using Zimbabwe…
Abstract
Leadership is basically about influence and ability to cultivate followership. This chapter examined the nature of indigenous socio-political leadership in Africa using Zimbabwe, Sudan and Nigeria as caselets and compared this with the post-colonial or modern-day leadership realities. A survey was conducted among senior executives at Lagos Business School, Nigeria, with a sample size of 200 persons, to find out their perception of the African indigenous leadership system. An overwhelming 90% believe that culture plays a big role in shaping African leadership style. However, two-thirds of the respondents agreed that Africa lacks proper institutional structures to support good leadership, thus encouraging corruption (97% of the respondents) and non-accountability among the leaders. Also, only 5% thought cultural orientation was the reason why the African followers do not hold their leaders accountable. In other words, it is not in the African culture not to hold leaders accountable for their actions. So, what went wrong? We attempted a deeper look at the effect of colonial rule and the attendant militarisation of the African continent. Our conclusion is that the colonisation of the continent by Europe brought significant distortion to the traditional African indigenous leadership institutions and the psyche of the African leader and the followers alike. Post-colonial Africa has witnessed 133 recorded coups d’etat between 1952 and 2016. This chapter is recommended to all those who seek a deeper understanding of the nature of the African indigenous leadership practices and the factors that have shaped these over the years.
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Why and how was the territorialized state form disseminated through colonial expansion? To begin to answer this question, this study proposes a relational account of the…
Abstract
Why and how was the territorialized state form disseminated through colonial expansion? To begin to answer this question, this study proposes a relational account of the production of territorialized state space, drawing on empirical evidence from two understudied cases of colonial expansion in the early 20th century: Spain in Morocco and Italy in Libya. Drawing on colonial and local archival sources, I demonstrate how colonial territoriality resulted from a violent clash between an aspiring colonial power and a reactive, rural counter-state building movement, led by the Amir Abd al-Krim in the Rif Mountains of northern Morocco and the Sanusi leader, Omar al-Mokhtar, in Cyrenaica in eastern Libya. Territorialization was not imposed from the outside by a European colonial power. Rather, it was produced relationally through violent interactions between the colonial state and a local autonomous political entity. This analysis contributes to the still-nascent study of colonial state space and to contemporary policy debates about political order in North Africa and the Middle East by emphasizing the importance of local political mobilization, the complexity of interactions catalyzed across local and translocal scales by colonial expansion, and the high levels of physical violence endemic to the production of territorialized state space.
Sadia Aziz, Muhammad Abdullah Khan Niazi and Usman Ghani
This study aims to empirically examine the knowledge, social and religious factors effecting the intention to receive COVID-19 vaccination while considering the mediating role of…
Abstract
Purpose
This study aims to empirically examine the knowledge, social and religious factors effecting the intention to receive COVID-19 vaccination while considering the mediating role of attitude towards COVID-19 vaccination. The research explores how the Islamic ideologies shape Muslims’ knowledge, social and religious beliefs towards COVID-19 vaccination acceptance or refusal.
Design/methodology/approach
Theoretically, the study is based on the functional theory of attitudes. The model of the study is comprised of nine variables explaining the attitude and intention towards COVID-19 vaccination. Among nine variables, perceived Islamic religiosity, perceived behavioural control and Halal consciousness among Muslims are explained through the value-expressive function of attitude. Furthermore, the perceived risk of COVID-19, the perceived side effect of COVID-19 vaccination and the perceived efficacy of COVID-19 vaccination are considered in the model based on the utility function of attitude. Moreover, social influence for COVID vaccination, subjective norms and group conformity are abstracted from the social-adjustive function of attitude. This study used a quantitative survey research method to test the hypotheses. A total of 1,000 questionnaires were distributed to non-vaccinated Muslim respondents from five cities in Pakistan. The structural equation modelling (SEM) technique was used to test the relationship among the variables in the proposed model. The partial least square-SEM method explained the variances in the dependent variables. Moreover, to test the structure of data, different statistical tests, including exploratory factor analysis (EFA), factor loadings and average variance extracted, were used with the help of Statistical Package for the Social Sciences (SPSS) and analysis of a moment structures (AMOS) 23.0 version.
Findings
Results for direct effect showed a significant negative effect of Islamic religiosity, perceived behavioural control, halal consciousness, perceived side effect of COVID-19 vaccination, social influence, subjective norm and group conformity on attitude towards COVID-19 vaccination. In contrast, insignificant results showed no relationship of perceived risk from COVID-19 infection and perceived efficacy of COVID-19 vaccination with attitude towards COVID-19 vaccination. Results for mediating effect showed the significant negative mediating effect of attitude towards COVID-19 vaccination between Islamic religiosity, perceived behavioural control, halal consciousness, perceived side effect, social influence, subjective norm, group conformity and intention to receive COVID-19 vaccination. While results showed the insignificant mediation of attitude towards COVID-19 between perceived risk from COVID-19 infection, perceived efficacy of COVID-19 vaccination and intention to receive COVID-19 vaccination.
Research limitations/implications
Further studies are required to compare the attitude and intention among the temporary refusal group (those who will consider vaccination the future) and the permanent refusal group (those who will not consider vaccination the future). Comparing Muslim and non-Muslim groups can also explain differences in attitude and intention towards COVID-19 vaccination.
Originality/value
The area of acceptance and refusal of COVID-19 vaccination has been given limited attention in academic literature. Theoretically, this research has proposed a well-defined model to explain the attitude of Muslims towards COVID-19 vaccination. This model can helpf predict the attitude and intentions of Muslims towards vaccination or medicines. Moreover, this research is a unique contribution for the vaccination brands to consider the discussed factors before launching their brand in Muslim countries.