The Capability Approach: Addressing learners' ability to pursue STEM interests and careers.
Date
2024-05
Authors
Polito, Francesca
Major Professor
Advisor
Zarecor, Kimberly
Canniffe, Bernard
Evans, Peter
Gilbert, Stephen
Leuth, Patience
Committee Member
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Abstract
Technology and innovation are reshaping our societies and economies at an accelerated pace, requiring new skills for individuals to thrive in economy and society and new educational models to support these changes. In response, world organizations seek solutions rooted in sustainable human development to ensure that future educational models are just and provide individuals with real opportunity to in their pursuit of a meaningful life. The United States is not an exception and has also put forth educational goals aimed at addressing 21st century skill needs most relevant for success in today’s technology driven, global society through STEM educational initiatives. However, efforts to attain these goals in the United States through traditional education have encountered substantial challenges and remains low, particularly among women, and historically underrepresented and disadvantaged communities. The purpose of this study was to understand why learners sought additional education following their traditional education, to switch careers and enter STEM fields, rather than enter STEM fields directly following their traditional educational journeys including elementary, high school and through university.
This research aims to explore the application of the Capability Approaches to educational technology design, and how it may be used as a lens to detect vulnerabilities in our educational infrastructure that hinder individuals from actualizing their capabilities. It seeks to also explore a bootcamp educational model as a potential educational design approach to STEM education.
Many individuals aspire to have careers that are both fulfilling and long-lasting. However, they often face challenges in pursuing careers that truly resonate with their personal values and contribute to their overall happiness. This is a growing concern as the rapid pace of technology may require that individuals possess skills that enable them to reskill and upskill more frequently in one's lifetime. Failure to address barriers that hinder an individual’s ability to actualize one’s capabilities may have a widening effect on skills gaps that perpetuate economic disadvantage as we move to a reliance on technology in this effort.
These studies utilized narrative case studies to examine the experiences of learners to illustrate their individuals' perspectives on the process of self-discovery throughout their traditional educational journeys, concluding in their participation in a UX boot camp. The study found that while most individuals had interests and desire to enter STEM fields, they were challenged by lack of opportunity to develop skill, knowledge, and confidence, necessary for them to self-actualize their academic and career pursuits in STEM fields. Additionally, from a capability perspective, the structure, pedagogy, support, and curriculum of the bootcamp was able to meet human development needs of learners in a condensed time frame, and impart 21st century skills of active learning, communication, collaboration, problem solving, analytics, creativity, and innovation. Thus, it holds potential for improved skill development and STEM learning, providing a valuable perspective that allows educators, researchers, educational technology designers, and policy makers to more effectively create educational strategies that align with the goals of 21st century education and sustainable human development.
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Computer Science
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article