Weiser, Brenda2020-11-062020-11-062020-052020-02-25May 2020https://hdl.handle.net/10657.1/2534This study examined science teachers’ perceptions and determined their level of STEM awareness and support. Survey, interview, and demographic data were collected from a purposeful sample of 124 high school science teachers across eight high schools in a large suburban school district in southeast Texas. For purposes of this study, the school district was divided into three regions based on the school’s percentage of students identified as economically disadvantaged (ED). The STEM Awareness Community Survey (SACS), developed by Sondergeld and Johnson, was used to assess teachers STEM awareness and support. Quantitative data were analyzed using frequencies, percentages, and a one-way analysis of variance (ANOVA), while an inductive coding process was used to analyze the collected qualitative data. Quantitative analysis showed there was not a significant mean difference between school district regions and two of the subscales measured, Industry Engagement in STEM Education and STEM Awareness and Resources.application/pdfenEducationSTEMSTEM AwarenessHigh SchoolTeachersScienceTechnologyEngineeringMathematicsIndustry EngagementResourcesPostsecondaryPerceptionsSocioeconomic StatusSecondaryDissertation2020-11-06