The Significance of HBCUs to the Production of STEM Graduates: Answering the Call.
The Significance of HBCUs to the Production of STEM Graduates: Answering the Call.
复制标题
HBCU 对培养 STEM 毕业生的意义：响应号召。
DOI：
--
复制
发表时间：
2012
期刊：
影响因子：
--
通讯作者：
J. K. Cavil
中科院分区：
文献类型：
--
作者：
E. Owens;A. Shelton;C. M. Bloom;J. K. Cavil
科学、技术、工程和数学被指定为STEM学科。这些领域受到国家和国际的关注，因为它们是全球经济中伙伴关系和联盟的基础。高中以后的教育对于在STEM领域实现所需的能力和效率水平是必要的。尽管有明显的需求，但在这些领域接受培训的个人，特别是妇女和少数民族，仍然短缺(BHEF，2006)。从历史上看，黑人学院和大学(HBCU)为解决缺乏合格的STEM教育者和研究人员做出了有意义的贡献(Allen，2002)。人们注意到，美国的大多数学生在STEM课程方面没有达到足够的熟练程度(Kuenzi，2008)。已经确定了一些促成因素。很大比例的学生在初中和高中没有参加严格的科学和数学课程(ACT，2006)。因此，许多高中毕业的学生的科学和/或数学能力相对较低，可能无法在大专阶段继续从事这些领域的工作(BHEF，2006)。除了选课之外，学生的糟糕表现也归因于合格的STEM教师供应不足(Barnett，2004；Vandevoort，2004)。数学和科学教师可能并不总是有资格在这些领域任教，这会影响学生的成绩(Boyd，Grossman，Lankford，Loeb，&Wyockofif，2006)。关于校外教学的统计数据显示，两者之间存在差距。尽管初中和高中教师可能拥有国家教师资格证书和学士学位，但那些教授数学和科学课程的教师可能没有在这些特定学术领域获得主修或辅修学位(Boyd，Goldhaber，Hamilton，&Wyackoff，2007；Cochran-Smith，2004；Kuenzi，2008)。文献综述教师的学术准备对STEM教育的课程设置具有启示意义。传统STEM教育的基础设施和教学方法一直受到审查，因为太多的学生在很小的时候就对STEM科目失去了兴趣，攻读高级学位的学生越来越少(Decker，2004；Kane，Rockoff，&Staiger，2006)。STEM教育中有效做法和活动的证据尚不确定(美国教育部，2007年)。学科之间缺乏互动被认为是造成这一缺陷的一个因素(Paterson，2007)。教育改革的任务是吸引更多的学生和教师进入STEM领域(Barnett，2004；BHEF，2006)。STEM课程的内容顺序或同时呈现为每个学科的独特之处，这一点受到了挑战。有人建议在中学后一级采取综合办法，将两个或多个STEM学科领域的教学和/或一个STEM学科与一个或多个其他学术学科之间的教学结合起来(Sanders，2009)。STEM教育工作者成对或团队跨学科合作是一种正在实施的方法(全国教师教育认证委员会，2009年)。人们已经认识到，小学年级可以提供一个独特的机会，在STEM教育中引入综合方法，这种方法可以在较高的学术水平上持续下去(Kane等人，2006年；Levine，2009年；Sanders，2009年)。除了各种学术层面的教育改革外，多年来还提出了立法建议，以增加联邦机构支持STEM教育的项目数量(Miller，2011)。因此，国家政府资助了促进、扩大和改善STEM教育的项目。一些HBCU受益于专门为少数族裔服务机构指定的基金，以增加多样性，吸引更多的女性和少数族裔(美国教育部，2009年)。…
Science, technology, engineering, and mathematics are areas designated as STEM disciplines. There is national and international attention being given to these fields as they are the foundation for partnerships and alliances in the global economy. Education beyond high school is necessary to achieve desired levels of competency and efficiency in STEM fields. Despite the demonstrated need, there is a shortage of individuals trained in these areas, especially women and ethnic minorities (BHEF, 2006). Historically Black Colleges and Universities (HBCUs) have contributed meaningfully to addressing the void of qualified STEM educators and researchers (Allen, 2002). It has been noted that a majority of students in the United States do not reach adequate levels of proficiency in STEM courses (Kuenzi, 2008). A number of contributing factors have been identified. A large percentage of students do not enroll in rigorous science and mathematics courses in middle and high school (ACT, 2006). As a result, many who graduate from high school have relatively low science and/or mathematics ability and may not continue in these fields at post-secondary levels (BHEF, 2006). In addition to course selections, poor student performance has been attributed to an inadequate supply of qualified STEM teachers (Barnett, 2004; Vandevoort, 2004). Math and science teachers may not always have the credentials to teach in those fields, impacting student achievement (Boyd, Grossman, Lankford, Loeb, & Wyckofif, 2006). Statistics compiled on out-of-field teaching demonstrate a disparity. Although middle and high school teachers may have a state teaching certification and a baccalaureate degree, those teaching math and science courses may not have earned a major or minor in those specific academic areas (Boyd, Goldhaber, Hamilton, & Wyckoff, 2007; Cochran-Smith, 2004; Kuenzi, 2008). Review of the Literature The academic preparation of teachers has implications for the curriculum of STEM education. The infrastructure and pedagogy of conventional STEM education has been under review, as too many students lose interest in STEM subjects at an early age, with fewer students pursing advanced degrees (Decker, 2004; Kane, Rockoff, & Staiger, 2006). Evidence of effective practices and activities in STEM education is inconclusive (U.S. Department of Education, 2007). The lack of interaction between disciplines has been implicated as a contributing factor to this shortcoming (Paterson, 2007). Educational reforms have been charged with attracting more students and teachers to the STEM fields (Barnett, 2004; BHEF, 2006). The presentation of content for STEM classes as unique to each subject, in sequence or concurrently, is being challenged. Integrative approaches have been suggested at the post-secondary level to combine instruction in two or more of the STEM subject areas and/or between/among a STEM subject and one or more other academic subjects (Sanders, 2009). STEM educators are working together across disciplines in pairs or teams is one approach being implemented (National Council for Accreditation of Teacher Education, 2009). It has been recognized that elementary grades may offer a unique opportunity for the introduction of integrative approaches to STEM education that may be sustained at higher academic levels (Kane et al., 2006; Levine, 2009; Sanders, 2009). Aside from educational reforms at the various academic levels, legislative proposals have been introduced over the years to increase the number of programs in federal agencies to support STEM education (Miller, 2011). As a result, the national government has funded programs to promote, expand, and improve STEM education. A number of HBCUs have benefitted from funds that have been designated specifically for minority serving institutions to increase diversity, attracting more females and ethnic minorities (U.S. Department of Education, 2009). …