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ABSTRACT
The purpose of the study is to examine the parents’ perceptions of STEM-oriented public schools. The significance of study is to investigate whether any correlations were present among parental perception and ethnicity, linguistic, and income and educational background of parents. The parents from 13 different STEM-oriented schools in Texas state were asked to take an online questionnaire to gather quantitative data regarding their perception of STEM-oriented schools. There were totally 2,287 participants (parents) for the study.The results indicated that the parents considered many school characteristics that lead them to exercise their alternative school choice options with STEM-oriented schools for their children. They valued the fact that the STEM-oriented school was offering a strong academic program. They appreciated the dynamics of the school culture and climate that set high standards, embraced diversity and multi-culturalism, and provided a college-readiness atmosphere. They perceived that the teachers truly cared about and loved their children.
Acknowledgments
The researchers thank Prince Sultan University for funding this project [grant number: IBRP-CH-2020-1-1].
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Burhan Ozfidan
Burhan Ozfidan has received his Ph.D. from Texas A&M University-Main Campus. His current research areas are ESL, SLA, applied linguistics, bilingual education, curriculum development, and intercultural education. He published over forty manuscripts in peer-reviewed journals. He is on the editorial boards of numerous peer-reviewed journals.
John Duman
John Duman has earned his Ph.D. in Educational Leadership from the University of Houston. Currently, he is an educational consultant at Premier Edu. His research expertise is in parental involvement in public schools, social justice, curriculum development and evaluation, and learning and evaluation.
Hasan Aydin
Hasan Aydin has earned his Ph.D. from the University of Nevada, Reno. He is a Professor of Multicultural Education at Florida Gulf Coast University. His research focuses on multicultural education, diversity, curriculum evaluation, citizenship education and democracy. He is currently a chief-editor ofJournal of Ethnic and Cultural Studies (eJECS), and American Journal of Qualitative Research (AJQR).