The Role of Academic Achievement and Social Inclusion in Broadening STEM Participation: Intended and Actual Attainment at the Intersection of Gender and Race/Ethnicity

学术成就和社会包容在扩大 STEM 参与中的作用：性别和种族/民族交叉点的预期和实际成就

• 批准号: 1348819
• 负责人: Catherine Riegle-Crumb
• 金额: $ 98.52万
• 依托单位: University of Texas at Austin
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-06-01 至 2020-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1348819&HistoricalAwards=false
• 关键词: Role; Academic; Achievement; Social; Inclusion

This study makes a major contribution to the literature on disparities in science, technology, engineering and mathematics (STEM) education by providing new information about the STEM trajectories of boys and girls from various racial/ethnic subgroups from middle school through the end of college. Using five comprehensive, large-scale and longitudinal datasets, researchers from the University of Texas at Austin will examine differences between subgroups in intended as well as actual STEM attainment and investigate how patterns of academic achievement and social inclusion contribute to those differences. Three of the five datasets are nationally representative samples while the other two were collected in Texas and include large sample populations of Hispanic students. Separately the five datasets provide the opportunity to examine certain unique measures of academic achievement and social inclusion; collectively they provide the chance to investigate STEM trajectories at the intersection of race/ethnicity and gender from the 6th grade to the end of college. Special attention will be paid to the experiences of minority girls/women and minority boys/men to gain a more comprehensive and comparative picture of contemporary patterns of inequality.The analysis focuses on two research aims: 1) to examine how academic achievement and social inclusion contribute to differences in intended STEM attainment during middle and high school by gender and racial/ethnic subgroup; and 2) to examine how academic achievement and social inclusion contribute to differences in actual STEM attainment during college by gender and racial/ethnic subgroup. Statistical analyses include models using logistic and multinomial logistic regression and multi-level models to examine school or classroom level effects. Intended STEM attainment is measured using the answers to various survey questions about desired occupation and comparing the relative preferences with non-STEM occupations. Academic achievement is measured using grades, test scores and course-taking. Social inclusion is measured using answers to questions about perceived peer and teacher support and perceived equitable treatment. The framework of the study is grounded in theories of intersectionality that focus on the intersection of gender and race/ethnicity and the multiple jeopardy that may apply when one is a member of two different groups with relatively lower status. This analysis uses large-scale data to explicitly address the experiences of different groups and to uncover patterns that may affirm this jeopardy or identify instances of resiliency when students succeed in educational environments.The ultimate goal of the project is to broaden STEM participation by contributing new knowledge about the factors that promote or impede the retention and attainment of women and minority youth in STEM fields. Findings will be presented at academic and policy-related conferences, published in top-tier peer-reviewed journals in education and sociology, and distributed through press releases to local and national media outlets to reach a broad public audience. The research team will also use their extant relationships with national teacher professional development programs to communicate research findings to key audiences of primary and secondary teachers across the country. Additionally, the project is working to broaden participation through the recruitment and training of women and minority doctoral students in the fields of STEM education and sociology. The diverse perspectives of these students, coupled with the rigorous analytical training they will receive, are critical for preparing future generations of academic researchers to study STEM equality.

这项研究通过提供有关来自中学到大学结束的各种种族/族裔亚组的男孩和女孩的STEM轨迹的新信息，对科学，技术，工程和数学（STEM）教育的文献做出了重大贡献。使用五个综合，大规模和纵向数据集，得克萨斯大学奥斯汀分校的研究人员将研究预期的和实际的STEM成就中亚组之间的差异，并研究学术成就和社会包容的模式如何影响这些差异。五个数据集中有三个是国家代表性的样本，而另外两个是在德克萨斯州收集的，其中包括大量的西班牙裔学生。分别提供了五个数据集，提供了研究某些独特的学术成就和社会包容性衡量的机会；他们共同提供了在六年级到大学结束时种族/种族与性别的交汇处，调查STEM轨迹的机会。将特别关注少数族裔女孩/妇女和少数族裔男孩/男性的经历，以获得当代不平等现象模式的更全面和比较的情况。分析的重点是两项研究目的：1）研究学术成就和社会包容如何导致性别和种族/种族/种族/种族/种族/种族/种族/种族/种族/种族/种族/种族中预定的STEM差异； 2）检查学术成就和社会包容是如何通过性别和种族/种族亚组在大学期间实际茎的差异的差异。统计分析包括使用逻辑和多项式逻辑回归以及多层次模型来检查学校或课堂级别效果的模型。使用有关所需职业的各种调查问题的答案，并将相对偏好与非茎职业进行比较。使用成绩，考试成绩和学习课程来衡量学术成就。使用有关感知到的同伴和教师支持的问题的答案以及对公平待遇的回答来衡量社会包容性。该研究的框架基于相交的理论，该理论集中在性别与种族/族裔的交叉点以及当一个人是两个不同群体的成员中时可能适用的多重危险，具有相对较低的地位。该分析使用大规模数据来明确解决不同群体的经历，并发现可能确认这种危险的模式或确定学生在教育环境中取得成功时的弹性实例。该项目的最终目标是通过促进或促进妇女和次要妇女和次要的妇女和次要的因素来扩大STEM参与，以扩大STEM参与。调查结果将在与学术和政策有关的会议上介绍，该会议发表在由教育和社会学的顶级同行评审期刊上发表，并通过新闻稿发行给本地和国家媒体，以吸引广泛的公众受众。研究团队还将利用他们与国家教师专业发展计划的现有关系，将研究结果传达给全国小学和中学教师的关键受众。此外，该项目正在努力通过在STEM教育和社会学领域招募和培训妇女和少数族裔博士生来扩大参与。这些学生的各种观点，再加上他们将要接受的严格分析培训，对于准备后代的学术研究人员来研究STEM平等至关重要。