Dance and vlogs: creating pathways to STEM identity for marginalized girls

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dc.contributor.advisorRuttenberg-Rozen, Robyn
dc.contributor.authorNathan, Amy
dc.date.accessioned2024-07-02T15:26:42Z
dc.date.available2024-07-02T15:26:42Z
dc.date.issued2024-03-01
dc.degree.disciplineMaster of Education – Project option
dc.degree.levelMaster of Education – Project option
dc.description.abstractGirls tend to start losing interest and confidence in their STEM talents in their adolescence and start dissociating themselves away from STEM. Research shows that alternative learning practices have been useful and been able to increase STEM exploration, engagement and support STEM learning. In this paper, I explore the impact of STEM learning from two alternative practices: dance and video logging to determine if there is a connection to STEM identity development of marginalized girls.
dc.description.sponsorshipUniversity of Ontario Institute of Technology
dc.identifier.urihttps://hdl.handle.net/10155/1809
dc.language.isoen
dc.subject.otherSTEM identity
dc.subject.otherDance
dc.subject.otherVideo logging
dc.subject.otherGirls
dc.titleDance and vlogs: creating pathways to STEM identity for marginalized girls
dc.typeMaster's Project

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