Disciplinary appropriation at the beginning of a statistics major
DOI:
https://doi.org/10.52041/iase2023.408Abstract
Demand for skillsets in data analysis and computing has been rising quickly in recent years, but academic programs that prepare students for these positions still struggle with retention issues. In addition, statistics graduates are not representative of all parts of society, with women and people of color, among others, being underrepresented. We therefore look at those who enter a statistics major to understand how they navigate their program and find belonging. For the analysis of incoming undergraduates, we are guided by Levrini et al. (2015), who propose to look at identity development through the lens of disciplinary appropriation. Using the example of three students, we show that the operationalization developed by Levrini et al. (2015) is suitable for examining disciplinary appropriation at the beginning of studies. We present the operationalization and discuss how we made it usable in a domain- and target group-specific way.References
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