A qualitative study of marginalized students’ academic, physical, and social self-efficacy in a multiweek geoscience field program

References

• Atchison, C. L., & Libarkin, J. C. (2016). Professionally held perceptions about the accessibility of the geosciences. Geosphere, 12(4), 1154–1165. https://doi.org/10.1130/GES01264.1
   Web of Science ®Google Scholar
• Atchison, C. L., Marshall, A. M., & Collins, T. D. (2019). A multiple case study of inclusive learning communities enabling active participation in geoscience field courses for students with physical disabilities. Journal of Geoscience Education, 67(4), 472–486. https://doi.org/10.1080/10899995.2019.1600962
   Google Scholar
• Baber, L. D., Pifer, M. J., Colbeck, C., & Furman, T. (2010). Increasing diversity in the geosciences: Recruitment programs and student self-efficacy. Journal of Geoscience Education, 58(1), 32–42. https://doi.org/10.5408/1.3544292
   Google Scholar
• Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
   Google Scholar
• Bernard, R. E., & Cooperdock, E. H. G. (2018). No progress in diversity in 40 years. Nature Geoscience, 11(5), 292–295. https://doi.org/10.1038/s41561-018-0116-6
   Web of Science ®Google Scholar
• Boyle, A., Maguire, S., Martin, A., Milsom, C., Nash, R., Rawlinson, S., Turner, A., Wurthmann, S., & Conchie, S. (2007). Fieldwork is good: The student perception and the affective domain. Journal of Geography in Higher Education, 31(2), 299–317. https://doi.org/10.1080/03098260601063628
   Web of Science ®Google Scholar
• Clancy, K., Nelson, R., Rutherford, J., & Hinde, K. (2014). Survey of academic field experiences (SAFE): Trainees report harassment and assault. PloS One, 9(7), e102172. https://doi.org/10.1371/journal.pone.0102172
   PubMed Web of Science ®Google Scholar
• Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage Publications.
   Google Scholar
• Deemer, E. D., Thoman, D. B., Chase, J. P., & Smith, J. L. (2014). Feeling the threat: Stereotype threat as a contextual barrier to women’s science career choice intentions. Journal of Career Development, 41(2), 141–158. https://doi.org/10.1177/0894845313483003
   Web of Science ®Google Scholar
• Elkins, J. T., & Elkins, N. M. L. (2007). Teaching geology in the field: Significant geoscience concept gains in entirely field-based introductory geology courses. Journal of Geoscience Education, 55(2), 126–132. https://doi.org/10.5408/1089-9995-55.2.126
   Google Scholar
• Fairchild, E., Newman, H., Sexton, J., Pugh, K., & Riggs, E. (2022). Not to be stereotypical, but…’ Exclusive and inclusive gendered discourses about geology field experiences. Journal of Gender Studies, 31(4), 492–504. https://doi.org/10.1080/09589236.2021.1924644
   Web of Science ®Google Scholar
• Flick, U. (Ed.). (2022). The SAGE handbook of qualitative research design. SAGE.
   Google Scholar
• Fuller, I. C. (2006). What is the value of fieldwork? Answers from New Zealand using two contrasting undergraduate physical geography field trips. New Zealand Geographer, 62(3), 215–220. https://doi.org/10.1111/j.1745-7939.2006.00072.x
   Web of Science ®Google Scholar
• Gates, A. E., McNeal, K., Riggs, E., Sullivan, S., & Dalbotten, D. (2019). New developments in diversity and inclusiveness in geosciences. Journal of Geoscience Education, 67(4), 285–286. https://doi.org/10.1080/10899995.2019.1671713
   Google Scholar
• Giles, S., Jackson, C., & Stephen, N. (2020). Barriers to fieldwork in undergraduate geoscience degrees. Nature Reviews Earth & Environment, 1(2), 77–78. https://doi.org/10.1038/s43017-020-0022-5
   Google Scholar
• Hall, T., Healey, M., & Harrison, M. (2002). Fieldwork and disabled students: Discourses of exclusion and inclusion. Transactions of the Institute of British Geographers, 27(2), 213–231. https://doi.org/10.1111/1475-5661.00050
   Web of Science ®Google Scholar
• hooks, b. (1984). Feminist theory: From margin to center. South End Press.
   Google Scholar
• Kelsey, K. D. (2007). Overcoming gender bias with self-efficacy: A case study of women agricultural education teachers and preservice students. Journal of Agricultural Education, 48(1), 52–63. https://doi.org/10.5032/jae.2007.01052
   Google Scholar
• Kortz, K. M., Cardace, D., & Savage, B. (2020). Affective factors during field research that influence intention to persist in the geosciences. Journal of Geoscience Education, 1-19, 68(2), 133–151. https://doi.org/10.1080/10899995.2019.1652463
   Google Scholar
• London, B., Ahlqvist, S., Gonzalez, A., Glanton, K. V., & Thompson, G. A. (2014). The social and educational consequences of identity-based rejection. Social Issues and Policy Review, 8(1), 131–166. https://doi.org/10.1111/sipr.12004
   Web of Science ®Google Scholar
• MacQueen, K. M., McLellan-Lemal, E., Bartholow, K., & Milstein, B. (2008). Team based codebook development: Structure, process, and agreement. In MacQueen, K. M. (Ed.) Handbook for team-based qualitative research. Altamira Press.
   Google Scholar
• Maguire, S. (1998). Gender differences in attitudes to undergraduate fieldwork. Area, 30(3), 207–214. https://doi.org/10.1111/j.1475-4762.1998.tb00065.x
   Web of Science ®Google Scholar
• Merriam, S. B. (2002). Qualitative research in practice: Examples for discussion and analysis. Jossey-Bass Publishers.
   Google Scholar
• Merriam, S. B., & Grenier, R. S. (Eds.) (2019). Qualitative research in practice: Examples for discussion and analysis. John Wiley & Sons.
   Google Scholar
• Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation. John Wiley & Sons.
   Google Scholar
• Miles, M. B., Huberman, M., & Saldana, J. (2020). Qualitative data analysis: A methods sourcebook. 4th ed. Sage Publications.
   Google Scholar
• Mogk, D. W., & Goodwin, C. (2012). Learning in the field: Synthesis of research on thinking and learning in the geosciences. In K. A. Kastens & C. A. Manduca, Earth and mind II: A synthesis on thinking and learning in the geosciences. Geological Society of America. https://pubs.geoscienceworld.org/books/book/643/chapter/3806818
   Google Scholar
• Mohr, E. (2018). [Be more: Buffering against gender stereotypes by building self-efficacy beliefs]. [Master’s thesis, University of Pennsylvania]. University of Pennsylvania Scholarly Commons]. https://repository.upenn.edu/mapp_capstonehttps://repository.upenn.edu/mapp_capstone/150
   Google Scholar
• Mol, L., & Atchison, C. (2019). Image is everything: Educator awareness of perceived barriers for students with physical disabilities in geoscience degree programs. Journal of Geography in Higher Education, 43(4), 544–567. https://doi.org/10.1080/03098265.2019.1660862
   Web of Science ®Google Scholar
• Nunez, A., Rivera, J., & Hallmark, T. (2020). Applying an intersectionality lens to expand equity in the geosciences. Journal of Geoscience Education, 68(2), 97–114. https://doi.org/10.1080/10899995.2019.1675131
   Google Scholar
• Nunez, A., Posselt, J. R., Hallmark, T., Rivera, J., & Southern, D. (2021). The organization of learning in geoscience fieldwork and implications for inclusion. Journal of Women and Minorities in Science and Engineering, 27(3), 33–60. https://doi.org/10.1615/JWomenMinorScienEng.2021031264
   Google Scholar
• O’Connell, K., Hoke, K., Berkowitz, A., Branchaw, J., & Storksdieck, M. (2021). Undergraduate learning in the field: Designing experiences, assessing outcomes, and exploring future opportunities. Journal of Geoscience Education, 69(4), 387–400. https://doi.org/10.1080/10899995.2020.1779567
   Google Scholar
• Parson, L., Steele, A. L., & Wilkins, E. (2021). A gendered “ideal?” Discourses that characterize the ideal scientist. International Journal of Gender, Science and Technology, 11(3), 65–85.
   Google Scholar
• Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. Sage Publications.
   Google Scholar
• Petcovic, H. L., Stokes, A., & Caulkins, J. L. (2014). Geoscientists’ perceptions of the value of undergraduate field education. GSA Today, 24(7), 4–10. https://doi.org/10.1130/GSATG196A.1 https://doi.org/10.1130/GSATG196A.1
   Google Scholar
• Posselt, J. R. (2020). Eroded boundaries and everyday interactions in geoscience fieldwork. In Equity in science. Stanford University Press.
   Google Scholar
• Posselt, J. R., & Nuñez, A. M. (2022). Learning in the wild: Fieldwork, gender, and the social construction of disciplinary culture. The Journal of Higher Education, 93(2), 163–194. https://doi.org/10.1080/00221546.2021.1971505
   Web of Science ®Google Scholar
• Pugh, K., Phillips, M. M., Sexton, J. M., Bergstrom, C. M., & Riggs, E. R. (2019). A quantitative investigation of geoscience departmental factors associated with the recruitment and retention of female students. Journal of Geoscience Education, 67(3), 266–284. https://doi.org/10.1080/10899995.2019.1582924
   Google Scholar
• Pugh, K. J., Paek, S. H., Phillips, M. M., Sexton, J. M., Bergstrom, C. M., Flores, S. M., & Riggs, E. M. (2021). Predicting academic and career choice: The role of transformative experience, connection to instructor, and gender accounting for interest/identity and contextual factors. Journal of Research in Science Teaching, 58(6), 822–851. https://doi.org/10.1002/tea.21680
   Web of Science ®Google Scholar
• Rainey, K., Dancy, M., Mickelson, R., Stearns, E., & Moller, S. (2018). Race and gender difference in how sense of belonging influences decisions to major in STEM. International Journal of STEM Education, 5(1), 10. https://doi.org/10.1186/s40594-018-0115-6
   PubMedGoogle Scholar
• Schiappa, T. A., & Smith, L. (2019). Field experiences in geosciences: A case study from a multidisciplinary geology and geography course. Journal of Geoscience Education, 67(2), 100–113. https://doi.org/10.1080/10899995.2018.1527618
   Google Scholar
• Sexton, J. M. (2012). College students’ conceptions of the role of rivers in canyon formation. Journal of Geoscience Education, 60(2), 168–178. https://doi.org/10.5408/11-249.1
   Google Scholar
• Sexton, J., Newman, H., Bergstrom, C., Pugh, K., & Riggs, E. (2020). Multisite investigation of sexist experiences encountered by undergraduate female geology students. International Journal of Gender, Science and Technology, 12(3), 353–376.
   Google Scholar
• Sidder, A. (2017). Geosciences make modest gains but still struggle with diversity. Eos, 98 https://doi.org/10.1029/2017EO071093
   PubMedGoogle Scholar
• Stokes, A., Magnier, K., & Weaver, R. (2011). What is the use of fieldwork? Conceptions of students and staff in geography and geology. Journal of Geography in Higher Education, 35(1), 121–141. https://doi.org/10.1080/03098265.2010.487203
   Web of Science ®Google Scholar
• Strauss, A., & Corbin, J. (1998). Basics of qualitative research techniques: Techniques and procedures for developing grounded theory. Sage.
   Google Scholar
• Tellhed, U., Backstrom, M., & Bjorklund, F. (2017). Will I fit in and do well? The importance of social belongingness and self-efficacy for explaining gender differences in interest in STEM and HEED majors. Sex Roles, 77(1), 86–96. https://doi.org/10.1007/s11199-016-0694-y
   PubMed Web of Science ®Google Scholar
• Trujillo, G., & Tanner, K. D. (2014). Considering the role of affect in learning: Monitoring students’ self-efficacy, sense of belonging, and science identity. CBE Life Sciences Education, 13(1), 6–15. https://doi.org/10.1187/cbe.13-12-0241
   PubMed Web of Science ®Google Scholar
• Van Der Hoeven Kraft, K. J., Srogi, L., Husman, J., Semken, S., & Fuhrman, M. (2011). Engaging students to learn through the affective domain: A new framework for teaching in the geosciences. Journal of Geoscience Education, 59(2), 71–84. https://doi.org/10.5408/1.3543934a
   Google Scholar
• Zeldin, A. L., Britner, S. L., & Pajares, F. (2008). A comparative study of the self-efficacy beliefs of successful men and women in mathematics, science, and technology careers. Journal of Research in Science Teaching, 45(9), 1036–1058. https://doi.org/10.1002/tea.20195
   Web of Science ®Google Scholar
• Zeldin, A. L., & Pajares, F. (2000). Against the odds: Self-efficacy beliefs of women in mathematical, scientific, and technological careers. American Educational Research Journal, 37(1), 215–246. https://doi.org/10.3102/00028312037001215
   Web of Science ®Google Scholar