Why Are Boys Faltering in School? International and Longitudinal Perspectives

为什么男孩在学校表现不佳？

• 批准号: 8353349
• 负责人: Andrew Penner
• 金额: $ 12.78万
• 依托单位: UNIVERSITY OF CALIFORNIA-IRVINE
• 依托单位国家: 美国
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-08-07 至 2017-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8353349
• 关键词: Achievement; Address; Adolescent; American; Behavior; Characteristics; Childhood; Communities; Country; Data; Development; Disadvantaged; Drops; Economics; Education; Elderly; Ensure; Environment; Gender; Goals; Growth; Home environment; Human Development; Inequality; Interdisciplinary Study; International; Left; Link; Mentors; Outcome; Play; Psychologist; Psychology; Publications; Recording of previous events; Research; Research Personnel; Role; Schools; Sex Characteristics; Shapes; Social Sciences; Staging; Students; System; Training; Underachievement; United States; Variant; Woman; Work; boys; career; college; comparative; contextual factors; elementary school; girls; high school; human capital; innovation; insight; interest; men; middle school; skills; sociologist; symposium; teacher; theories; young adult

DESCRIPTION (provided by applicant): In 2009 boys were 30 percent more likely to drop out of high school than girls, and girls received 57 percent of college degrees (Snyder & Dillow 2011). The Department of Education forecasts that growth in women's educational attainment will continue to outpace men's, so that increasingly the problem of ensuring that we are fully developing our nation's human capital will be an issue of making sure that boys, as well as girls, are not being left behind. To address the growing disadvantages faced by boys in school, this project will draw on research from sociologists, economists, and psychologists and provide international and longitudinal perspectives on this issue. Specifically, this project has two research objectives: 1) To capitalize on cross- national variation in gender regimes to investigate how gender shapes boys' educational disadvantages and interacts with home and school factors to contribute to boys' underachievement; and 2) To trace the longitudinal development of boys' educational disadvantages, identifying key periods and factors using panel data from the US and three strategically chosen countries. Current cross-national research largely ignores how micro-level factors such as students' developmental stage and teachers' classroom practices might interact with broader contextual factors. To address this shortcoming, this proposal will allow the PI to develop expertise in 1) Human development and 2) Pedagogical theory, through a combination of 1) Mentoring from Greg Duncan and Deborah Vandell; 2) Directed study with Greg Duncan, Frank Furstenberg, Jim Stigler, and Deborah Vandell; 3) Coursework; and 4) Attending conferences and seminars. The training received through this project will augment the PI's expertise in international research, and allow the PI to combine international comparative perspectives with insights from human development and pedagogical theory. These training goals, together with the publications resulting from the research, will contribute to the PI's long-term goal of becoming an independent investigator capable of producing research of interest to the broad interdisciplinary community of scholars working on questions of human capital development. UC Irvine's history of interdisciplinary research in the social sciences and the presence of outstanding interdisciplinary mentors with backgrounds in economics and psychology make UC Irvine an ideal environment in which to pursue this project. PUBLIC HEALTH RELEVANCE: The prosperity of the United States hinges on the ability of its educational system to supply a well-trained workforce. As the growth in women's educational attainment continues to outpace men's, fully developing our nation's human capital will entail ensuring that both boys and girls are not being left behind. By comparing how gender differences vary across a wide variety of national contexts, this study will help us understand the contexts in which boys fail to fully develop their human capital.

描述（由申请人提供）：2009 年，男孩高中辍学的可能性比女孩高出 30%，而女孩获得大学学位的比例为 57%（Snyder & Dillow 2011）。教育部预测，女性受教育程度的增长将继续超过男性，因此，确保我们充分发展国家人力资本的问题将日益成为确保男孩和女孩不受到影响的问题。被抛在后面。为了解决男孩在学校面临的日益不利的问题，该项目将借鉴社会学家、经济学家和心理学家的研究成果，并就这一问题提供国际和纵向视角。具体而言，该项目有两个研究目标：1）利用性别制度的跨国差异，调查性别如何影响男孩的教育劣势，并与家庭和学校因素相互作用，从而导致男孩成绩不佳； 2) 追踪男孩教育劣势的纵向发展，利用美国和三个战略选择国家的面板数据确定关键时期和因素。当前的跨国研究很大程度上忽略了学生发展阶段和教师课堂实践等微观因素如何与更广泛的背景因素相互作用。为了解决这一缺陷，该提案将允许 PI 通过 1) Greg Duncan 和 Deborah Vandell 的指导，在 1) 人类发展和 2) 教学理论方面发展专业知识； 2) 与 Greg Duncan、Frank Furstenberg、Jim Stigler 和 Deborah Vandell 一起指导学习； 3）课程作业； 4) 参加会议和研讨会。通过该项目接受的培训将增强 PI 在国际研究方面的专业知识，并使 PI 能够 将国际比较视角与人类发展和教学理论的见解相结合。这些培训目标以及研究成果的出版物将有助于 PI 的长期目标，即成为一名独立调查员，能够为从事人力资本发展问题的广泛跨学科学者群体提供感兴趣的研究。加州大学欧文分校在社会科学领域的跨学科研究历史以及具有经济学和心理学背景的杰出跨学科导师的存在，使加州大学欧文分校成为开展该项目的理想环境。 公共卫生相关性：美国的繁荣取决于其教育系统提供训练有素的劳动力的能力。随着女性受教育程度的增长继续超过男性，充分发展我们国家的人力资本将需要确保男孩和女孩都不会落后。通过比较不同国家背景下性别差异的差异，这项研究将帮助我们了解 男孩未能充分发展其人力资本的环境。