CAREER: Educational trajectories of low-income urban youth in science and technology

职业：低收入城市青年的科技教育轨迹

• 批准号: 0347309
• 负责人: Becky Packard
• 金额: $ 35.48万
• 依托单位: Mount Holyoke College
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-06-01 至 2010-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0347309&HistoricalAwards=false
• 关键词: CAREER; Educational; trajectories; low; income

Guided by an overarching ecological model, this research will employ alongitudinal design to study students' transitions from high school to post-secondary education or work. The students selected are from two small cities with high ethnic minority populations. Three interconnected topics will be examined: (1) the social negotiations of educational and career aspirations including how the students' science and technology aspirations develop over time and across social contexts; (2) the nature of effective mentoring strategies, including ways students and teachers can optimizestudents' access to mentors; and (3) patterns of science and technology learning and motivation across contexts. Quantitative and qualitative methods will be used to analyze surveys, interviews, and observations.The education plan features having undergraduate students, including pre-service teachers, enrolled in the PI's community-based educational psychology courses, collaborate with youth in the two urban neighborhoods on teaching and learning activities while jointly conducting field-based educational research. Undergraduates will also conduct research with the PI, during the year and in the summer, and contribute to dissemination efforts.

本研究将以一个总体生态模型为指导，采用一个长期的设计来研究学生从高中到中学后教育或工作的过渡。被选中的学生来自两个少数民族人口众多的小城市。将研究三个相互关联的主题：（1）教育和职业抱负的社会谈判，包括学生的科学和技术抱负如何随着时间的推移和社会背景的变化而发展;（2）有效的指导战略的性质，包括学生和教师如何优化学生获得导师的途径;（3）不同背景下的科学和技术学习模式和动机。通过对调查、访谈和观察进行定量和定性分析，教育计划的特点是让包括职前教师在内的大学生参加PI的社区教育心理学课程，与两个城市社区的青少年合作开展教学活动，并共同进行实地教育研究。本科生还将与PI进行研究，在这一年和夏天，并有助于传播工作。