Connecting Theory to Practice: Using Self-Determination Theory To Better Understand Inclusion in STEM
Connecting Theory to Practice: Using Self-Determination Theory To Better Understand Inclusion in STEM
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理论与实践相结合：利用自决理论更好地理解 STEM 的包容性
DOI：
10.1128/jmbe.v21i1.1955
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发表时间：
2020
影响因子：
1.9
通讯作者：
Caporale, Natalia
中科院分区：
文献类型：
--
作者：
Moore, Michael E.;Vega, Dulce M.;Wiens, Katie M.;Caporale, Natalia
在美国，女性和少数族裔对科学、技术、工程和数学 (STEM) 职业的坚持受到科学认同、能动性和归属感等情感因素的强烈影响。旨在增加全国 STEM 学生群体和劳动力多样性的政策最近侧重于培育包容性学习环境，这些环境可以对 STEM 中代表性不足的少数群体 (URM) 的经历产生积极影响，从而提高他们的保留率。虽然高等教育中 STEM 包容性研究相对较新，但包容性研究在其他几个学科中有着丰富的历史。这些领域已经开发出理论框架和经过验证的工具来概念化和评估包容性。自我决定理论（SDT）是教育心理学中一个完善的理论框架，它指出一个人的内在动机与三种特定心理需求的满足密切相关：自主性、能力和关联性。在本文中，我们介绍了 SDT 并讨论了它与包容性以及与提高 STEM URM 学生在高等教育环境中的保留率的持续努力之间的关系。我们认为，将包容性举措扎根于 SDT 框架可以增加我们对其影响机制的理解，从而促进其可重复性和普遍性。最后，我们描述了工业和组织心理学领域如何采用这一理论框架来定义和评估工作场所的包容性，作为 STEM 教育研究人员如何使用该框架来促进和评估其领域的包容性的一个例子。
In the United States, persistence for women and ethnic minorities in science, technology, engineering, and math (STEM) careers is strongly impacted by affective factors such as science identity, agency, and sense of belonging. Policies aimed at increasing the diversity of the national STEM student population and workforce have recently focused on fostering inclusive learning environments that can positively impact the experiences of underrepresented minorities (URMs) in STEM, thus increasing their retention. While research on inclusion in STEM in higher education is relatively new, inclusion research has a rich history in several other disciplines. These fields have developed theoretical frameworks and validated instruments to conceptualize and assess inclusion. Self-determination theory (SDT) is a well-established theoretical framework in educational psychology that states that ones’ internal motivation is strongly correlated with the satisfaction of three specific psychological needs: autonomy, competency, and relatedness. In this paper, we introduce SDT and discuss how it relates to inclusion and to ongoing efforts to increase retention of STEM URM students in higher education environments. We argue that grounding inclusion initiatives in the SDT framework increases our understanding of the mechanisms mediating their impact, thus facilitating their reproducibility and generalizability. Finally, we describe how this theoretical framework has been adapted by the field of Industrial and Organizational Psychology to define and assess inclusion in the workplace as an example of how STEM education researchers can use this framework to promote and assess inclusion in their fields.
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影响因子：
3.9
作者：
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通讯作者：
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DOI：
10.1187/cbe.14-06-0099
发表时间：
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期刊：
CBE life sciences education
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发表时间：
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期刊：
CBE—Life Sciences Education
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作者：
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影响因子：
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