Center for Research on Culture, Development and Education

文化、发展与教育研究中心

• 批准号: 0218159
• 负责人: Catherine Tamis-LeMonda
• 金额: $ 250万
• 依托单位: New York University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2002
• 资助国家: 美国
• 起止时间: 2002-10-01 至 2008-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0218159&HistoricalAwards=false
• 关键词: Center; Research; Culture; Development; Education

The academic underachievement of certain ethnic minority groups in America continues to perplex educators, scientists, and policy makers, despite thousands of studies, hundreds of remedial programs, and decades of being considered a crisis. Several recent trends add weight to the crisis. First, within the next 50 years, people identified as ethnic "minority" will comprise half the U.S. population. Second, new waves of immigrants continue to arrive, ensuring fundamental but unknown changes in the intercultural dynamics of schools and other contexts. Third, the United States has evolved into a "knowledge-driven" economy, making a solid education, particularly in math and science, vital for an increasingly large sector of the workforce. Finally, recent federal legislation calls for annual standardized assessments of school children, a prospect that may disadvantage certain minorities who typically underperform on these tests. More than ever, a sizable proportion of our nation's children are at risk of academic failure, posing a serious threat to the current Administration's goal of "leaving no child behind." In line with this national goal, the Center for Research on Culture, Development and Education (CRCDE), housed at New York University (NYU) will conduct research designed to identify pathways to academic success for all children. Prior research has focused narrowly on a single context (e.g., the family, peer relationships, school quality, etc.) in predicting academic outcomes, or has investigated the roles of ethnicity, race, immigrant status, gender, or socioeconomic status separately. Neither approach, however, has adequately addressed the ways in which multiple contexts contribute to educational success and/or disparities, nor how pathways vary by developmental period and culture. Furthermore, an over-emphasis on group differences has resulted in the neglect of patterns of academic outcomes within ethnic, socioeconomic, or cultural groups. Finally, studies across all of these areas have tended to utilize single methodologies, rarely integrating survey, ethnographic, experimental, and observational methods. To address these gaps, the CRCDE will gather and disseminate data about the pathways that lead to successful academic engagement and performance among culturally diverse children and adolescents. The scientific mission of the CRCDE is to use an integrative conceptual framework, cross-disciplinary collaboration, and multiple methods to (1) identify the nature of relationships that link children's experiences in five educationally relevant contexts, home, school, peers, caregivers' work, and media, to their academic engagement and performance; (2) examine whether and how these processes vary within and across cultural groups and across developmental periods; and (3) advance an understanding of how home, peers, school, caregivers' work, and media affect one another and jointly influence children's and adolescents' academic engagement and performance. The educational mission of the CRCDE is to (1) train a new generation of scholars, especially those from underrepresented minority groups, to engage in research that advances the scientific mission; (2) produce instruments and methods that will strengthen the scientific capacity of the research community to conduct culturally sensitive research on academic engagement and performance; and (3) transmit findings to policy makers, practitioners in education, and researchers, through dissemination of findings and lessons for educational policy and practice. The Center's location in the diverse context of New York City (NYC) is ideal for a center devoted to research at the confluence of culture, development, and education.

美国某些少数民族群体的学业成绩不佳继续困扰着教育工作者，科学家和政策制定者，尽管有数千项研究，数百个补救计划，几十年来被认为是一场危机。 最近的几个趋势加重了这场危机。 首先，在未来50年内，被认定为“少数民族”的人将占美国人口的一半。 第二，新的移民浪潮继续到来，确保学校和其他环境的跨文化动态发生根本性但未知的变化。 第三，美国已经发展成为一个“知识驱动”的经济体，使扎实的教育，特别是数学和科学教育，对越来越多的劳动力部门至关重要。 最后，最近的联邦立法要求对学童进行年度标准化评估，这一前景可能会使某些在这些测试中表现不佳的少数民族处于不利地位。 我们国家相当大比例的儿童比以往任何时候都面临学业失败的危险，这对本届政府“不让一个孩子掉队”的目标构成了严重威胁。“根据这一国家目标，设在纽约大学（NYU）的文化、发展和教育研究中心（CRCDE）将进行研究，旨在为所有儿童确定学业成功的途径。 先前的研究狭隘地集中在单一的背景下（例如，家庭、朋辈关系、学校质素等）在预测学术成果，或已调查的作用，种族，移民身份，性别，或社会经济地位分别。 然而，这两种方法都没有充分解决多种背景对教育成功和/或差异的贡献方式，也没有解决途径如何因发展时期和文化而异的问题。 此外，过度强调群体差异导致忽视了种族，社会经济或文化群体内的学术成果模式。 最后，所有这些领域的研究都倾向于使用单一的方法，很少整合调查，民族志，实验和观察方法。 为了弥补这些差距，儿童权利和教育委员会将收集和传播关于不同文化背景的儿童和青少年成功参与学术活动和取得成绩的途径的数据。 CRCDE的科学使命是使用综合概念框架、跨学科合作和多种方法，以（1）确定儿童在家庭、学校、同伴、照顾者的工作和媒体这五种教育相关环境中的经历与其学业参与和表现之间关系的性质;（2）研究这些过程是否以及如何在文化群体内部和跨文化群体以及跨发展阶段发生变化;以及（3）促进对家庭、同伴、学校、照顾者如何工作的理解，和媒体相互影响，共同影响儿童和青少年的学术参与和表现。 该中心的教育使命是：（1）培训新一代学者，特别是来自代表性不足的少数群体的学者，使他们能够从事促进科学使命的研究;（2）制定工具和方法，加强研究界的科学能力，就学术参与和业绩开展对文化问题有敏感认识的研究;（3）通过传播教育政策和实践的研究成果和经验教训，将研究成果传递给政策制定者、教育工作者和研究人员。 该中心的位置在纽约市（NYC）的多元化背景下，是一个致力于文化，发展和教育融合研究的中心的理想选择。