Cumulative Advantage in the Skill Development of STEM Graduate Students
Cumulative Advantage in the Skill Development of STEM Graduate Students
复制标题
STEM研究生技能发展的累积优势
DOI：
--
复制
发表时间：
2016
期刊：
影响因子：
--
通讯作者：
J. Peugh
中科院分区：
文献类型：
--
作者：
David F. Feldon;M. Maher;Josipa Roksa;J. Peugh
技能发展的研究通常描述一个累积优势的过程，其中初始技能的微小差异随着时间的推移而复合，导致具有初始优势的人和没有初始优势的人之间的技能差距不断扩大。我们提供了类似现象的证据，解释了研究生在一个学年中研究技能发展的差异模式，并探讨了伴随不同发展轨迹的社会化差异。正如预测的那样，定量分析表明在控制初始绩效水平后，技能增益的效果很大。定性分析表明，与那些分配给技能较差的同龄人相比，具有初始优势的学生更有可能向导师提出更高的独立性要求，并在研究任务中看到更广泛的价值。
Studies of skill development often describe a process of cumulative advantage, in which small differences in initial skill compound over time, leading to increasing skill gaps between those with an initial advantage and those without. We offer evidence of a similar phenomenon accounting for differential patterns of research skill development in graduate students over an academic year and explore differences in socialization that accompany diverging developmental trajectories. As predicted, quantitative analysis indicated large effect sizes for skill gains after controlling for initial performance levels. Qualitative analyses indicated that students with initial advantages were more likely to report greater demands of independence by their advisors and see more extensive value in research tasks comparable to those assigned their less skilled peers.