How do middle school girls of color develop STEM identities? Middle school girls’ participation in science activities and identification with STEM careers
How do middle school girls of color develop STEM identities? Middle school girls’ participation in science activities and identification with STEM careers
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有色人种中学生如何培养 STEM 身份？
DOI：
10.1002/sce.21492
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发表时间：
2018
影响因子：
4.3
通讯作者：
Turner, Chandler
中科院分区：
文献类型：
--
作者：
Kang, Hosun;Calabrese Barton, Angela;Tan, Edna;D. Simpkins, Sandra;Rhee, Hyang‐yon;Turner, Chandler
本研究探讨了如何支持有色人种的女孩在中学期间形成他们在科学，技术，工程和数学（STEM）方面的自我意识。在社会实践理论的指导下，我们分析了在美国四个州的低收入社区的五所中学收集的大量调查问卷（n= 1，821）。分析的重点是在何种程度上告知女孩的自我意识的发展和STEM身份的这些指标之间的关系的关键结构不同的种族/族裔。虽然指标的手段有时会因种族/民族而异，但多组结构方程模型分析表明，STEM身份关系中没有显着的种族/民族差异，这表明类似的支持对所有女孩在中学期间同样有效。女孩对科学的自我认知是她们对STEM相关职业认同的最强预测因素，这种自我认知与她们在家里、校外和学校科学课上的科学经历有着积极而独特的联系。这项研究认为，在中学期间，战略性地扩大女孩的科学经验，以增加她们在STEM和STEM方面的积极自我认知。
This study explores ways to support girls of color in forming their senses of selves in science, technology, engineering, and math (STEM) during the middle school years. Guided by social practice theory, we analyzed a large data set of survey responses (n= 1,821) collected at five middle schools in low‐income communities across four states in the United States. Analyses focus on the extent to which key constructs that inform girls’ development of senses of self and relations among those indicators of STEM identities varied by their race/ethnicity. Though the means of indicators sometimes varied across racial/ethnic groups, multigroup structural equation modeling analyses indicate no significant racial/ethnic differences in the relations of STEM identities, suggesting that similar supports would be equally effective for all girls during the middle school years. Girls’ self‐perception in relation to science was the strongest predictor of their identification with STEM‐related careers, and this self‐perception was positively and distinctively associated with their experiences with science at home, outside of school, and in school science classes. This study argues for strategically expanding girls’ experiences with science acrossmultiplesettings during middle school in a way that increases their positive self‐perception in and with STEM.
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