First Advisor

Dara Shifrer

Date of Publication

Spring 6-4-2019

Document Type

Thesis

Degree Name

Master of Science (M.S.) in Sociology

Department

Sociology

Language

English

Subjects

Arts -- Study and teaching (Secondary), Mathematical ability, Students -- Economic conditions, Students -- Social conditions

DOI

10.15760/etd.6917

Physical Description

1 online resource (vi, 43 pages)

Abstract

Science, technology, engineering, and mathematics (STEM) educational achievement is vital to economic competitiveness in the United States and abroad. Despite a concerted effort, the US lags well behind many similarly developed nations. Research suggests that the integration of fine arts education into traditional STEM curriculum (STEAM) boosts academic achievement in STEM subjects and closes gaps between low- and high-socioeconomic status students. Justifications for STEAM programs are based, however, on the unexamined assumption, for one, that fine arts courses instill creative and critical thinking skills that can be transferred to STEM subjects. The present study explores the impact of taking fine arts courses on mathematics achievement in high school. Using the High School Longitudinal Study of 2009 and multi-level regression modeling, this study provides evidence that credit accumulation in fine arts courses relates positively to advancing past Algebra II in high school. Additionally, this estimated impact is much greater in magnitude for low-SES students than for their high-SES peers.

Rights

In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).

Persistent Identifier

https://archives.pdx.edu/ds/psu/29099

Download

Share

COinS