How do university students of different ethnic backgrounds perceive factors that hinder learning in STEM and non-STEM majors?

Radmehr, Farzad; Niazi, Najmeh; Rezvanifard, Faezeh; Farsani, Danyal; Laban, Winnie; Overton, John; Bakker, Leon

How do university students of different ethnic backgrounds perceive factors that hinder learning in STEM and non-STEM majors?

dc.contributor.author	Radmehr, Farzad	es
dc.contributor.author	Niazi, Najmeh	es
dc.contributor.author	Rezvanifard, Faezeh	es
dc.contributor.author	Farsani, Danyal	es
dc.contributor.author	Laban, Winnie	es
dc.contributor.author	Overton, John	es
dc.contributor.author	Bakker, Leon	es
dc.date.accessioned	2021-12-30T12:56:40Z
dc.date.available	2021-12-30T12:56:40Z
dc.date.issued	2021-04-01
dc.description.abstract	This study explores university students’ perceptions of factors that hinder student learning with particular attention to students’ discipline (STEM vs non-STEM) and ethnicity. A sample of 1684 university students in New Zealand participated in this study. Students’ responses to an open-ended question were first inductively coded and then quantitatively analyzed using Chi-square independence test and logistic regression. The findings identified several situational, dispositional, and institutional factors that hinder student learning, among them financial difficulties and work commitments, health, and family issues were more dominant. These factors are perceived differently by students of different disciplines and ethnicities. For instance, Asian students were less likely to refer to financial difficulties and work commitments compared to the other ethnicities, whereas Pasifika and then Māori students perceived family issues more than other ethnic groups. STEM major students were more likely to believe the teaching quality restricts their learning than their non-STEM counterparts. The study findings have several educational and well-being implications for diverse bodies of students in tertiary education.	en_US
dc.identifier.citation	Higher Education Research & Development, Vol. 41, N°5 (2021) p.1693-1709.
dc.identifier.doi	https://doi.org/10.1080/07294360.2021.1902949
dc.identifier.issn	1469-8366
dc.identifier.orcid	https://orcid.org/0000-0002-9412-3161
dc.identifier.uri	http://hdl.handle.net/20.500.12254/2211
dc.language.iso	en	en_US
dc.publisher	Taylor and Francis	en_US
dc.rights	Atribución-NoComercial-CompartirIgual 3.0 Chile (CC BY-NC-SA 3.0 CL)
dc.rights.uri	http://creativecommons.org/licenses/by-nc-sa/3.0/cl/
dc.subject.other	Ethnicity	en_US
dc.subject.other	STEM	en_US
dc.subject.other	Learning	en_US
dc.subject.other	Restricted factors	en_US
dc.subject.other	Tertiary education	en_US
dc.title	How do university students of different ethnic backgrounds perceive factors that hinder learning in STEM and non-STEM majors?	en_US
dc.type	Artículo	es