Strobel, J., & Koch, A. F., & He, H. (2020, June), Valued Defiance - Teachers' Views on STEM and Students  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35484

\bibitem{asee_peer_35484}
  Strobel, J., \& Koch, A. F., \& He, H. (2020, June), \emph{Valued Defiance - Teachers' Views on STEM and Students}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--35484

Johannes Strobel, Alexander Franz Koch, and Hao He.  "Valued Defiance - Teachers' Views on STEM and Students".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/35484 Internet.  18 Apr, 2024

\bibitem{asee_peer_35484}
  Johannes Strobel, Alexander Franz Koch, and Hao He.
  "Valued Defiance - Teachers' Views on STEM and Students".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/35484 Internet.  18 Apr, 2024

@INPROCEEDINGS{asee_peer_35484
author = "Johannes Strobel, Alexander Franz Koch, and Hao He"
title = "Valued Defiance - Teachers' Views on STEM and Students"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/35484}
number = {10.18260/1-2--35484}
}

TY  - CPAPER
AB  - In western societies, we value innovation, creativity, “outside the box thinking”, “pushing boundaries”, “challenging paradigms” and “coming up with new solutions” - particularly in STEM education (Hart Research Associates, 2015). And yet when we see these behaviors in our young learners, we try to shut it down (Ripley, 2016). Many teachers, for example, value compliant originality and conforming behavior over independent thinking (Beghetto, 2010). Kids will defy; the ones who can make productive use of it will become successful and productive members of society. Negative classroom management styles like suspension are often used due to what the teacher interprets as misbehavior (c.f. Lewis et al., 2008). Unfortunately, a large number of students, who are defiant and don’t have the tools to adept, do disengage, lose interest and drop out of school. To further the problem, negative disciplinary actions in an US-context are immoderately applied to non-white children, especially African Americans and Hispanics (Losen et al., 2015; Blomberg, 2003; Townsend, 2000). In the US, students of color and underrepresented minorities (URMs) are disproportionately more likely to be suspended and labeled “troublemakers” by their teachers, and thus suffer negative outcomes; In this context, school and teacher variables have been widely neglected in research (Fenning & Rose, 2007; Tajalli & Garba, 2014; Townsend, 2000). But if one wants to increase general wellbeing of students and teachers and generate an engaged and positive emotional atmosphere, URMs participation in schooling and STEM in particular, research needs to better understand the nature of these disparities. When and why are students believed “troublemakers” by teachers, how is a “troublemaker” defined from a teacher and a student perspective, how does the “troublemaker“ status and teachers’ consequent reaction and behavior impact students and how to positively integrate “troublemakers” into schooling?
This paper's research focuses on teachers' views on troublemakers with the following questions:
What are teacher beliefs about “troublemaker” students’ potential achievement in STEM fields?
How situational are teachers’ subjective theories of troublemaking behavior and troublemakers? 
What is the teachers’ existing range of interpreting troublemaking behavior? 
What are situational factors that shape the view of teacher on a student’s behavior in STEM instruction?
Research has been conducted using individual teacher individuals. Analysis followed a phenomenographic methodology by primarily focusing on the different views teachers carry about defiance and phenomenological research exploring the commonalities of teachers views on defiance. In addition, the research team used a comparative case approach comparing teachers' views on STEM and engineering and on attributes of defiance.
Results indicate that  teachers hold very common and shared conceptions of troublemakers, that their beliefs are fairly strong and that there is a discrepancy about valued attributes of STEM and attributes of troublemakers. Implications are discussed.
AU  - Johannes Strobel
AU  - Alexander Franz Koch
AU  - Hao He
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Valued Defiance - Teachers' Views on STEM and Students
UR  - https://peer.asee.org/35484
DO  - 10.18260/1-2--35484
ER  -