Department of Teaching, Learning and Teacher Education

 

Date of this Version

5-2013

Comments

A THESIS Presented to the Faculty of The Graduate College of the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Master of Arts, Major: Teaching, Learning, and Teacher Education, Under the Supervision of Professor Edmund T. Hamann. Lincoln, Nebraska: May, 2013

Copyright 2013 Estefania Larsen

Abstract

As the world becomes increasingly globalized, education systems are striving to meet the needs of students. With globalization comes high amounts of migration, and some students may experience education in two or more countries. Early exposure and success in science, math, engineering, and technology (STEM) education are thought to be vehicles for entering high-status careers. Through interviews with U.S.-Mexico transnational students, this study uses a qualitative, text-analysis approach to understand students’ lived experiences and perceptions on STEM education between the U.S. and Mexico. Although these transnational students have the opportunity to foster bilingual and bicultural skills, results show students may experience material limitations and academic discontinuities, potentially affecting their future education and career trajectories.

Adviser: Edmund T. Hamann