This synthesis project will inform educators and policymakers about the cumulative evidence that exists on the impacts of a variety of contextual factors on a multitude of STEM outcomes (e.g., math and science achievement, self-efficacy, future goals). This project will provide new evidence regarding the significance of youth contexts on STEM outcomes that will assist policy makers and educators in evaluating productive educational environments.
PhD - Graduate Student Researcher
About Me (Bio):
Jay Plasman is an Education PhD student with a focus on Policy, Leadership, and Methodology. Jay received his B.A. in American Studies with a Social Studies teaching credential from Carleton College and received his M.A. in International Service from Roehampton University. After completing his undergraduate degree, Jay, worked at an aquarium, taught third-eighth grades in the Marshall Islands, and completed a year of AmeriCorps service before returning to school for his M.A. After receiving his M.A., Jay worked as an Epidemiologist for two years, and then returned to teaching at a vocational training program. His current research interests include the impact of CTE and STEM on student graduation and dropout, program evaluation, and the role of 21st Century Skills in an international context.