Theses and Dissertations

ORCID

https://orcid.org/0009-0000-3127-124X

Advisor

Mohammadi-Aragh, Jean

Committee Member

Karami, Sareh

Committee Member

Sullivan, Rani

Committee Member

Strawderman, Lesley

Date of Degree

5-16-2025

Original embargo terms

Immediate Worldwide Access

Document Type

Dissertation - Open Access

Major

Engineering (Engineering Education)

Degree Name

Doctor of Philosophy (Ph.D.)

College

James Worth Bagley College of Engineering

Department

James Worth Bagley College of Engineering

Abstract

This dissertation examines the impact of K-12 educators on students’ pathways in STEM (Science, Technology, Engineering, and Mathematics) by focusing on two main factors: the social capital of K-12 and elementary school teachers and the self-efficacy of preservice teachers in STEM education instruction. The first study investigates the social capital of first year engineering students, emphasizing the relationships and resources they gained during their K-12 education that influenced their decision to major in engineering. A quantitative study using survey data collected from first-year undergraduate engineering students indicates that K-12 educators play a crucial role by providing mentorship and resources that significantly affect students’ academic and career choices. The second study complements the first by examining the pedagogical content knowledge and perceived self-efficacy of preservice teachers in teaching STEM education. This mixed-methods study, which included a survey instrument known as the STEMPCK and semi-structured interviews, revealed that preservice teachers often lack sufficient STEM content knowledge, particularly in engineering. However, they demonstrated a solid understanding of pedagogical and 21st-century skills knowledge. Together, these studies highlight the critical role that K-12 educators play in fostering students’ aspirations in STEM fields. They also highlight the need to integrate STEM content knowledge into teacher preparation programs to equip future educators with the necessary knowledge, resources, and mentorship to cultivate a more diverse STEM workforce.

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