Expanding STEM opportunities through inclusive STEM-focused high schools.
Expanding STEM opportunities through inclusive STEM-focused high schools.
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通过注重STEM的高中扩大STEM机会。
DOI：
10.1002/sce.21281
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发表时间：
2017-09
影响因子：
4.3
通讯作者：
Allen C
中科院分区：
文献类型：
--
作者：
Means B;Wang H;Wei X;Lynch S;Peters V;Young V;Allen C
包容性 STEM 高中 (ISHS)（其中 STEM 是指科学、技术、工程和数学）根据兴趣而不是竞争性考试录取学生。这项研究探讨了这些学校背后的核心假设——它们为来自 STEM 中代表性不足的子群体的学生提供了经验，使他们在学术和态度上能够进入并留在 STEM 管道中。对北卡罗来纳州和德克萨斯州 39 所 ISHS 和 22 所综合高中的 5113 名毕业生的学生调查数据和州纵向数据记录应用了分层建模。 与具有相似 8 年级成绩水平的同一人口群体的同龄人相比，这两个州代表性不足的少数族裔和女性 ISHS 学生更有可能学习高级 STEM 课程。如果参加 ISHS，德克萨斯州的西班牙裔人和这两个州的女性在 12 年级时表现出更多的 STEM 职业兴趣。在北卡罗来纳州的总样本和每个亚组中发现 ISHS 出勤率和平均绩点之间存在正相关关系。 就总学生样本的测试分数而言，ISHS 在这两个州的科学考试成绩和德克萨斯州的数学考试成绩上均表现出积极的优势。对于不同的学生亚组，测试分数差异有利于 ISHS 样本，但在德克萨斯州的研究中，仅非洲裔美国人的科学成绩分数达到统计显着性。
Inclusive STEM high schools (ISHSs) (where STEM is science, technology, engineering, and mathematics) admit students on the basis of interest rather than competitive examination. This study examines the central assumption behind these schools—that they provide students from subgroups underrepresented in STEM with experiences that equip them academically and attitudinally to enter and stay in the STEM pipeline. Hierarchical modeling was applied to data from student surveys and state longitudinal data records for 5113 students graduating from 39 ISHSs and 22 comprehensive high schools in North Carolina and Texas. Compared to peers from the same demographic group with similar Grade 8 achievement levels, underrepresented minority and female ISHS students in both states were more likely to undertake advanced STEM coursework. Hispanics in Texas and females in both states expressed more STEM career interest in Grade 12 if they attended an ISHS. Positive relationships between ISHS attendance and grade point average were found in the total sample and each subgroup in North Carolina. Positive ISHS advantages in terms of test scores for the total student sample were found for science in both states and for mathematics in Texas. For the various student subgroups, test score differences favored the ISHS samples but attained statistical significance only for African Americans’ science achievement scores in the Texas study.
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影响因子：
4.6
作者：
Aschbacher, Pamela R.;Li, Erika;Roth, Ellen J.
通讯作者：
Roth, Ellen J.
影响因子：
4.6
作者：
Carlone, Heidi B.;Johnson, Angela
通讯作者：
Johnson, Angela
影响因子：
3.9
作者：
Byars-Winston, Angela;Estrada, Yannine;Howard, Christina;Davis, Dalelia;Zalapa, Juan
通讯作者：
Zalapa, Juan
影响因子：
2.8
作者：
Boaler, J
通讯作者：
Boaler, J