Enhancing Pathways to a STEM Teaching Profession for Students from Minoritized Racial/Ethnic Groups

加强少数种族/族裔群体学生的 STEM 教学职业之路

• 批准号: 2235579
• 负责人: Leslie Nisbet-Gonzalez
• 金额: $ 58.2万
• 依托单位: Florida International University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-10-01 至 2026-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2235579&HistoricalAwards=false
• 关键词: Enhancing; Pathways; STEM; Teaching; Profession

This project aims to serve the national interest by addressing the U.S. teacher shortage and lack of racial/ethnic representation among STEM educators. This is a three-year Level II Engaged Student Learning (ESL) Track project that will design, test and disseminate research-based interventions for increasing the numbers of secondary STEM teachers, particularly those who identify as being from groups underrepresented in the STEM disciplines, referred to in this project as being from minoritized racial/ethnic (MRE) groups. The project will be conducted at Florida International University, a research-intensive Hispanic-Serving Institution. As over 70% of FIU's students are from MRE groups, this project has high potential to directly impact a diverse population of student participants and increase the potential for future diverse students pursuing secondary STEM teaching professions. Having students from MRE groups enter these professions should also have an impact on MRE students in the 4th and 6th largest school districts, Miami-Dade County Public Schools and Broward County Public Schools, in the U.S., since these districts hire a majority of FIU’s students preparing to be teachers. Furthermore, the findings from this project have the potential to impact many additional educators and students within other secondary teacher preparation programs across the nation through the propagation of project-designed instructional resources and workshops for implementing the interventions. The proposed research draws on the theoretical frameworks of STEM teaching identity, goal congruity, and counternarratives. The project focuses on students’ STEM teaching identity development as a key outcome, since prior research has found that this development is critical for engagement and persistence. Goal congruity will help to understand a mechanism through which STEM teaching careers are matched/mismatched with students' desired values and goals. Counternarratives guide development of interventions that challenge stereotypic misperceptions of the STEM teaching profession (that impede MRE STEM students from persisting) and engage MRE STEM students in personally meaningful ways that help develop their STEM teaching identities. The project will be conducted in multiple phases to identify critical factors that influence MRE students’ STEM teaching identity and persistence in FIU’s large secondary teacher preparation program. The phases of the project will include a qualitative research phase, an intervention co-design phase (with MRE students and teachers), and a quantitative research testing phase. The qualitative study will identify factors that impact MRE students’ STEM teaching identity and persistence in the program by interviewing two groups of participants: MRE students who completed the recruitment course and persisted into the teaching program and those who did not. The co-design phase will leverage results to develop and pilot interventions to enhance MRE students’ STEM teaching identity and persistence in the program. The quantitative phase will test the impact of the interventions on students’ STEM teaching identity and persistence in the program using a quasi-experimental design. Findings and products from each phase will be disseminated to a wide audience of STEM education researchers/practitioners and teacher preparation programs in order to ensure maximal impact of the intellectual outcomes and practical applications. The NSF IUSE: EDU Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning Track, the program supports the creation, exploration, and implementation of promising practices and tools.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该项目旨在通过解决美国教师短缺和 STEM 教育工作者缺乏种族/族裔代表性的问题来服务于国家利益。这是一个为期三年的二级参与学生学习 (ESL) 项目，将设计、测试和传播研究成果。旨在增加中学 STEM 教师数量的干预措施，特别是那些来自 STEM 学科中代表性不足的群体的教师，在本项目中称为少数种族/族裔 (MRE) 群体。佛罗里达国际大学是一所研究密集型西班牙裔服务机构，由于佛罗里达国际大学 70% 以上的学生来自 MRE 群体，因此该项目具有很大的潜力，可以直接影响多元化的学生参与者，并增加未来多元化学生攻读中学的潜力。 STEM 教学职业。让 MRE 群体的学生进入这些职业也会对第四和第六大学区、迈阿密戴德县公立学校和布劳沃德县公立学校的 MRE 学生产生影响。在美国，由于这些学区雇用了大多数准备成为教师的佛罗里达国际大学学生，此外，该项目的研究结果有可能通过传播项目设计的教学来影响全国其他中学教师培训项目中的许多其他教育工作者和学生。拟议的研究借鉴了 STEM 教学认同、目标一致性和反叙事的理论框架。该项目将学生的 STEM 教学认同发展作为关键成果，因为先前的研究发现这种发展。目标一致性对于理解 STEM 教学职业与学生期望的价值观和目标相匹配/不匹配的机制至关重要。阻碍 MRE STEM 学生坚持），并以有意义的方式亲自吸引 MRE STEM 学生，帮助他们发展 STEM 教学身份。该项目将分多个阶段进行，以确定影响 MRE 学生 STEM 教学身份的关键因素。该项目的阶段将包括定性研究阶段、干预共同设计阶段（与 MRE 学生和教师）和定量研究测试阶段。定性研究将确定影响因素。通过采访两组参与者来影响 MRE 学生的 STEM 教学认同和对项目的坚持：完成招募课程并坚持参加教学项目的 MRE 学生和那些没有参加的共同设计阶段将利用结果进行开发和试点。增强 MRE 学生 STEM 的干预措施该阶段将使用准实验设计定量测试干预措施对学生 STEM 教学认同和坚持的影响。每个阶段的结果和产品将传播给广大受众。 STEM 教育研究人员/从业人员和教师准备计划，以确保智力成果和实际应用产生最大影响。 NSF IUSE：EDU 计划支持研究和开发项目，通过学生的参与来提高 STEM 教育的有效性。该项目支持创建、探索和实施有前途的实践和工具。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。