Student Attitudes/Beliefs

Women and ethnic minoritized individuals are underrepresented in science, technology, engineering, and mathematics (STEM) domains in postsecondary education and in the workforce. The aim of the current study was to examine whether adolescents' perceptions of inclusivity, belonging, and discrimination in high school STEM classes are related to their STEM class engagement in and outside of school.

Achieving data literacy is challenging when schools narrowly focus on statistical reasoning rather than on meaning- and inference-making. Without attention to the social contexts of data, learners can fail to develop a critical stance toward data, to understand the nature and production of data, the questions that it can answer, and the ways that data can be used to inform and misinform. We explore art as an accessible and personally relevant approach to developing middle school students’ data literacy. We designed and implemented a 2-week long arts-integrated unit in a grade 7 classroom.

Achieving data literacy is challenging when schools narrowly focus on statistical reasoning rather than on meaning- and inference-making. Without attention to the social contexts of data, learners can fail to develop a critical stance toward data, to understand the nature and production of data, the questions that it can answer, and the ways that data can be used to inform and misinform. We explore art as an accessible and personally relevant approach to developing middle school students’ data literacy. We designed and implemented a 2-week long arts-integrated unit in a grade 7 classroom.

Achieving data literacy is challenging when schools narrowly focus on statistical reasoning rather than on meaning- and inference-making. Without attention to the social contexts of data, learners can fail to develop a critical stance toward data, to understand the nature and production of data, the questions that it can answer, and the ways that data can be used to inform and misinform. We explore art as an accessible and personally relevant approach to developing middle school students’ data literacy. We designed and implemented a 2-week long arts-integrated unit in a grade 7 classroom.

Data literacy is important for supporting individuals to incorporate information from research studies into their own perspectives and decision-making processes. However, it can be challenging for students to read, understand, and relate to data. Students have to be able to traverse the representational forms that data takes on (i.e., numerical, graphical, etc.) and connect it to their understanding of a topic.

Data literacy is important for supporting individuals to incorporate information from research studies into their own perspectives and decision-making processes. However, it can be challenging for students to read, understand, and relate to data. Students have to be able to traverse the representational forms that data takes on (i.e., numerical, graphical, etc.) and connect it to their understanding of a topic.

Data literacy is important for supporting individuals to incorporate information from research studies into their own perspectives and decision-making processes. However, it can be challenging for students to read, understand, and relate to data. Students have to be able to traverse the representational forms that data takes on (i.e., numerical, graphical, etc.) and connect it to their understanding of a topic.

Effective data literacy instruction requires that learners move beyond understanding statistics to being able to humanize data through a contextual understanding of argumentation and reasoning in the real-world. In this paper, we explore the implementation of a co-designed data comic unit about adolescent friendships. The 7th grade unit involved students analyzing data graphs about adolescent friendships and crafting comic narratives to convey perspectives on that data.

Effective data literacy instruction requires that learners move beyond understanding statistics to being able to humanize data through a contextual understanding of argumentation and reasoning in the real-world. In this paper, we explore the implementation of a co-designed data comic unit about adolescent friendships. The 7th grade unit involved students analyzing data graphs about adolescent friendships and crafting comic narratives to convey perspectives on that data.

Effective data literacy instruction requires that learners move beyond understanding statistics to being able to humanize data through a contextual understanding of argumentation and reasoning in the real-world. In this paper, we explore the implementation of a co-designed data comic unit about adolescent friendships. The 7th grade unit involved students analyzing data graphs about adolescent friendships and crafting comic narratives to convey perspectives on that data.