Fostering Science Identity for Latino High School Students

dc.contributor.advisor	Lott, Joe
dc.contributor.author	Fajardo, Ismael
dc.date.accessioned	2016-03-11T22:39:14Z
dc.date.issued	2016-03-11
dc.date.submitted	2015
dc.description	Thesis (Ph.D.)--University of Washington, 2015
dc.description.abstract	High school plays a key role in raising Latino students’ science identity. Using the 2009 High School Longitudinal Study (HSLS:09) data from National Center Education Statistics (n = 1,658), this study investigates ecological systems influencing Latino students’ development of science identity in the ninth grade. Parental involvement in school, peer networks and the science classroom environment was found to have a vital direct and indirect relationship with the development of ninth grade Latinos science identity. The results of this study and their implications are relevant to current policy and practice.
dc.embargo.lift	2021-02-13T22:39:14Z
dc.embargo.terms	Restrict to UW for 5 years -- then make Open Access
dc.format.mimetype	application/pdf
dc.identifier.other	Fajardo_washington_0250E_15195.pdf
dc.identifier.uri	http://hdl.handle.net/1773/35174
dc.language.iso	en_US
dc.subject	Ecology; High School; High School Longitudinal Study; Latino; Science Identity; Structural Equation Modeling
dc.subject.other	Education
dc.subject.other	education - seattle
dc.title	Fostering Science Identity for Latino High School Students
dc.type	Thesis

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