Stand out and speak up: exploring empowerment perspectives among advocacy activities of STEM teachers in the US

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dc.creatorVelasco, Richard Carlos L.
dc.creatorHite, Rebecca L. (TTU)
dc.creatorMilbourne, Jeffrey D.
dc.creatorGottlieb, Jessica J. (TTU)
dc.date.accessioned2023-06-14T20:30:31Z
dc.date.available2023-06-14T20:30:31Z
dc.date.issued2023
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in TEACHER DEVELOPMENT on 04 May 2023, available at: https://doi.org/10.1080/13664530.2023.2207095.en_US
dc.description.abstractScience, technology, engineering, and mathematics (STEM) teachers need sources of empowerment to effectively guide education policy and continue to participate in advocacy-based activities. This study surveyed 208 STEM teachers on their acts of advocacy to advance STEM education. The question that guided this research was as follows: What are the underlying factors that contribute to STEM teachers’ advocacy activities in effecting change to STEM education policies? An exploratory factor analysis was conducted to determine underlying factors contributing to STEM teachers’ engagement in advocacy activities via the theoretical lens of empowerment. The findings revealed four factors that empowered their advocacy work: critical confrontations, political awareness, communicative voice, and policymaker influence. The data suggest that as sampled STEM teachers developed a critical consciousness, they were empowered to engage in critical conversations on issues of social justice, such as galvanizing efforts to make STEM education accessible to all students and equitable for diverse learners.en_US
dc.identifier.citationRichard Carlos L. Velasco, Rebecca L. Hite, Jeffrey D. Milbourne & Jessica J. Gottlieb (2023) Stand out and speak up: exploring empowerment perspectives among advocacy activities of STEM teachers in the US, Teacher Development, DOI: 10.1080/13664530.2023.2207095en_US
dc.identifier.urihttps://doi.org/10.1080/13664530.2023.2207095
dc.identifier.urihttps://hdl.handle.net/2346/94411
dc.language.isoengen_US
dc.subjectAdvocacyen_US
dc.subjectEmpowerment Theoryen_US
dc.subjectSTEM Education Policyen_US
dc.subjectSTEM Teacheren_US
dc.titleStand out and speak up: exploring empowerment perspectives among advocacy activities of STEM teachers in the USen_US
dc.typeArticleen_US

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