Collaborative Research: STEM Education and Workforce Participation over the Life Cycle: The Intersection of Race, Ethnicity, Gender, and Disability Status

合作研究：生命周期中的 STEM 教育和劳动力参与：种族、民族、性别和残疾状况的交叉点

• 批准号: 1420572
• 负责人: John Warren
• 金额: $ 25.12万
• 依托单位: University of Minnesota-Twin Cities
• 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: 2014-08-15 至 2019-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1420572&HistoricalAwards=false
• 关键词: Collaborative; Research; STEM; Education; Workforce

This collaborative research project will study the effects of STEM (Science, Technology, Engineering, and Mathematics) skills and training gained from high school through college on the career-long learning prospects of diverse groups of individuals and their adaptation to changing workplace experiences. Project investigators at the University of Texas at Austin, the University of Minnesota-Twin Cities and the University of Wisconsin-Madison will also contribute to the important research on STEM broadening participation issues, specifically the intersection of race, ethnicity, gender and disability with STEM education, STEM workforce development and STEM career success.The research team will conduct interviews with individuals who originally participated in a U.S. Department of Education survey called the High School and Beyond (HS&B) study. The students were high school seniors when the data was initially collected in 1980. Some of these students also provided additional survey data in 1982, 1984 and 1986. Beginning with this longitudinal survey data, the researchers will study the STEM training that students acquired and the STEM competencies they developed in school. Drawing on specific coursework, test scores, grades, degree attainment, and field of degree, the investigators will analyze how these competencies contribute to workforce success and flexibility in mid-life work for persons with diverse, intersecting attributes defined by race, ethnicity, gender and disability. The new data set will be made available to the public and to researchers through the U.S. Department of Education's National Center for Education Statistics. The project will use a large population sample, combining data from the sophomore and senior cohorts of the HS&B study, in order to conduct theoretically grounded analytic modeling about the relationships between STEM training, workforce outcomes and diversity attributes. The main theoretical focus of the work is examining the relative contributions of education as credentials (signaling theory) versus the relative contributions of what is learned in school and non-school settings (human capital theory).

该协作研究项目将研究STEM（科学，技术，工程和数学）技能的影响，并从高中通过大学获得的培训对各种个人群体的职业生涯学习前景及其对改变工作场所经验的适应性。德克萨斯大学奥斯汀分校，明尼苏达州 - 彼得大学大学和威斯康星大学麦迪逊分校的项目调查人员还将为有关STEM扩大参与问题的重要研究做出贡献 学习。 学生是1980年最初收集数据的高中生。其中一些学生还在1982年，1984年和1986年提供了其他调查数据。从此纵向调查数据开始，研究人员将研究学生获得的STEM培训以及他们在学校中发展的STEM能力。 研究人员将利用特定的课程工作，考试成绩，学位，学位成绩和学位，分析这些能力如何在多元化，与种族，种族，性别和残疾定义的人相交属性的人的中期工作中有助于劳动力的成功和灵活性。 新数据集将通过美国教育部国家教育统计中心向公众和研究人员提供。该项目将使用大量的人群样本，结合了HS＆B研究的大二和高级队列的数据，以进行理论上扎根的分析模型，涉及STEM培训，劳动力成果和多样性属性之间的关系。 这项工作的主要理论重点是研究教育作为证书（信号理论）的相对贡献与学校和非学校​​环境中学到的相对贡献（人力资本理论）。