The conundrum of social class: Disparities in publishing among STEM students in undergraduate research programs at a Hispanic majority institution.
The conundrum of social class: Disparities in publishing among STEM students in undergraduate research programs at a Hispanic majority institution.
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DOI：
10.1002/sce.21330
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发表时间：
2018-03
影响因子：
4.3
通讯作者：
Garcia M
中科院分区：
文献类型：
--
作者：
Grineski S;Daniels H;Collins T;Morales DX;Frederick A;Garcia M
对科学、技术、工程和数学 (STEM) 学生发展渠道的研究在很大程度上忽略了社会阶层，而是研究了基于性别和种族的不平等。我们调查了社会阶层在本科生研究出版物中的作用。数据来自 213 名西班牙裔占多数的机构主修 STEM 的本科生研究参与者的样本。根据根据学生人口统计、研究信心、指导经验、研究经验持续时间/数量以及按专业聚类进行调整的广义估计方程，我们发现高收入学生和下一代学生（相对于第一代学生）发表论文的可能性明显更高。延续一代学生比第一代学生发表论文的可能性更大，因为学生积累了更多的研究信心，每周花更多的时间与教师导师在一起，并进行了更长的研究时间。结果表明，旨在增强多样性的本科研究项目可能有助于缩小一些差距（例如性别），但会无意中重现阶级不平等。
Research on the science, technology, engineering, and math (STEM) student development pipeline has largely ignored social class and instead examined inequalities based on gender and race. We investigate the role of social class in undergraduate student research publications. Data come from a sample of 213 undergraduate research participants majoring in STEM at a Hispanic-majority institution. Based on generalized estimating equations that adjust for student demographics, research confidence, mentoring experiences, duration/number of research experiences, and clustering by major, we find that higher income students and continuing-generation students (vs. first-generation students) were significantly more likely to publish. Continuing-generation students had an even greater likelihood of publishing than first-generation students as students accrued more research confidence, spent more hours/week with faculty mentors, and conducted research for more months. Results suggest that undergraduate research programs designed to enhance diversity may help close some gaps (e.g., gender) but inadvertently reproduce class inequalities.
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影响因子：
2.1
作者：
Collins, Timothy W.;Grineski, Sara E.;Echegoyen, Lourdes E.
通讯作者：
Echegoyen, Lourdes E.
影响因子：
4.3
作者：
Bradbury, Leslie Upson
通讯作者：
Bradbury, Leslie Upson
DOI：
10.1177/0002716209348751
发表时间：
2010-01-01
影响因子：
2.8
作者：
Conger, Dylan;Long, Mark C.
通讯作者：
Long, Mark C.
影响因子：
2.1
作者：
Dennis, JM;Phinney, JS;Chuateco, LI
通讯作者：
Chuateco, LI
影响因子：
4.6
作者：
Chang, Mitchell J.;Sharkness, Jessica;Newman, Christopher B.
通讯作者：
Newman, Christopher B.