Perceived Effects of Scholarships on STEM Majors’ Commitment to Teaching in High Need Schools |
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| Authors: | Pey-Yan Liou Allison Kirchhoff and Frances Lawrenz |
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| Institution: | (1) Quantitative Methods in Education, Department of Educational Psychology, University of Minnesota, 250 Educational Science Building, 56 East River Rd, Minneapolis, MN 55455, USA;(2) Science Education, Department of Curriculum and Instruction, University of Minnesota, Room 125 PeikH, 159 Pillsbury Dr S E, Minneapolis, MN 55455, USA;(3) Quantitative Methods in Education, Department of Educational Psychology, University of Minnesota, 174 Educational Science Building, 56 East River Rd, Minneapolis, MN 55455, USA |
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| Abstract: | This study examines the Noyce Program, which provides scholarships for STEM majors in return for teaching in high need schools.
The perceptions of 555 scholarship recipients were investigated using hierarchical cluster analysis, confirmatory factor analysis,
and Rasch analysis to determine how the scholarship influenced their commitments to teaching in high need schools. The analyses
indicated that recipients perceived the scholarship in two ways: it influenced their commitment to complete their certification
program and to teach in high need schools. Implications for teacher education programs include that recruitment strategies
should identify candidates who are committed to teaching in high need schools and programs should provide experiences to encourage
this commitment not just to become certified. |
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