Degree

Doctor of Philosophy (PhD)

Department

Lutrill and Pearl Payne School of Education

Document Type

Dissertation

Abstract

In the past two decades (2006-2026), STEM educational initiatives have soared in traditional schools. This is due to significant concern from businesses and the government regarding global competitiveness and the modernization of the United States workforce. Policymakers, business, and educational partners have advocated for STEM studies to be an integral part of American education and have subsequently allocated billions of dollars to help support schools and teachers. However, there is one segment of the population that remains elusive with regard to STEM experiences and integration. The homeschool student population in the United States continues to grow, with estimates of almost 2 to 3 million homeschooled students in 2023 (NHES, 2023; Ray 2022). Therefore, the purpose of this study was to understand how parental STEM self-efficacy and demographics influence STEM exposure for K-8th-grade homeschooled students in five Southern states: Alabama, Mississippi, Georgia, Louisiana, and Tennessee.

This study employed an explanatory sequential mixed-methods case study, wherein a parental STEM self-efficacy survey was distributed in the quantitative phase of the study. The survey gathered demographic information and perception information. Eight participants were then interviewed to elucidate the findings from the quantitative section. The data suggested that K-8th grade homeschoolers in the Southern United States were finding unique ways to incorporate STEM exposure to their homeschooled children and were able to overcome personal, financial, and institutional barriers in order to accommodate their children.

Date

7-17-2026

Committee Chair

Eugene Kennedy

LSU Acknowledgement

1

LSU Accessibility Acknowledgment

1

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Available for download on Friday, July 15, 2033

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