ABSTRACT

Community College student-parents shared their personal, academic, and career experiences in association with conducting and presenting psychological science (STEM) research. Raelynn began, I never would have imagined myself being into research … I would think that it would be kinda like my old self before school … Would have thought, oh that’s so hard, that’s like scientists’ kind of stuff … who knows how to do that kind of stuff? And, that’s math. Five qualitative themes evolved suggesting increased academic confidence, feelings of academic inclusion, improved self-worth, families interwoven with learning, and enhanced career pursuits. Annie emphasized her future working in mental health, “[mental health professionals] are always just learning something we didn’t know before … I think research will continue to be a part of my career.” A purposive sample (N = 2) was used to explore the specific nuances of these female, first-generation, STEM, student-parent-researchers living in poverty.

摘要

社区学院学生家长分享了他们与开展和展示心理科学 (STEM) 研究相关的个人、学术和职业经历。Raelynn 开始，我从来没有想过自己会从事研究……我会认为这有点像我上学前的旧自我……会想到，哦，这太难了，就像科学家的那种东西……谁知道该怎么做那种东西？而且，这就是数学。五个定性主题的演变表明增加了学术信心、学术包容感、提高了自我价值、家庭与学习交织在一起，以及增强了职业追求。安妮强调了她未来在心理健康领域的工作，“[心理健康专业人员] 总是在学习一些我们以前不知道的东西……我认为研究将继续成为我职业生涯的一部分。” 一个有目的的样本（N = 2）被用来探索这些生活在贫困中的女性、第一代、STEM、学生-父母-研究人员的具体细微差别。