GSE/RES: Gender, Race, and Science: Asian American Women as Model Minority?

GSE/RES：性别、种族和科学：亚裔美国女性是模范少数族裔？

• 批准号: 0624493
• 负责人: Sandra Hanson
• 金额: $ 25.57万
• 依托单位: Catholic University of America
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-09-01 至 2010-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0624493&HistoricalAwards=false
• 关键词: GSE; RES; Gender; Race; Science

Young women's participation in science education in the U.S. continues to be lower than that of young men. Not all women have the same experiences in science education, however. Asian Americans have high levels of education and socio-economic status, even relative to Whites. Educational paths in science are often seen by Asian Americans as good options given their objective criteria and high social returns. Among Asian Americans, both men and women are heavily represented in the sciences. Thus the image of the "model minority" does apply to Asian Americans in the science education system. But Asian Americans are not a monolithic group. The major focus of this research is on the complex ways in which race and gender come together to influence Asian American women's experiences in science education.Although the gender gap in science participation is smaller in the Asian American student population than in the White population, it is important to note that it still exists. Asian American women are virtually invisible in the social science literature. Simplistic stereotypes about submissive, subservient Asian American women and notions of AsianAmericans as the model minority have worked to limit careful research on Asian American women in science. This study will explore the STEM education experiences of young Asian American women using both mature (National Educational Longitudinal Survey) and new (web-based survey that includes vignettes) data collection technologies to test hypotheses about how race, gender, and Asian American culture come together to influence the science experiences of young Asian American women.The project's intellectual merit includes the use of innovative methods that promise to provide new approaches to data collection and survey techniques. The conceptual framework used to examine young Asian American women's (and men's) experiences in science integrates critical gender theory (which acknowledges gender as a powerful macro structure that hierarchically organizes society but which also acknowledges gender as a source of agency) and a multi-cultural approach (which stresses the diversity in these structures and the unique gender and family systems in minority cultures). The study will provide information on science experiences, perceptions of science abilities, and sources of encouragement and discouragement for Asian American women at various points in the STEM education system (from 8th grade through the post-secondary school years).The broader impact of this research will advance knowledge in the area of science talent development beyond simplistic notions of race and gender that do not acknowledge the complex ways in which race and gender interact and do not focus on diversity and complexity within the "model minority" Asian American subculture. The research will draw attention to a little studied population. Additionally, it will reveal potential agency in understudied groups and the ways in which immigrant communities invest in their children's (male and female) education. These issues have implications for how science is taught, how minority students' talents are perceived, and how other programs and STEM interventions could integrate multi-cultural issues into programs and policies.

美国年轻女性参与科学教育的程度仍然低于年轻男性。然而，并非所有女性在科学教育方面都有相同的经历。 亚裔美国人拥有较高的教育水平和社会经济地位，甚至相对于白人而言也是如此。鉴于其客观标准和较高的社会回报，亚裔美国人通常将科学教育路径视为不错的选择。在亚裔美国人中，男性和女性在科学领域的比例都很高。因此，“模范少数族裔”的形象确实适用于科学教育体系中的亚裔美国人。但亚裔美国人并不是一个铁板一块的群体。这项研究的主要重点是种族和性别共同影响亚裔美国女性科学教育经历的复杂方式。尽管亚裔美国学生群体中科学参与的性别差距小于白人，但值得注意的是，这种差距仍然存在。 亚裔美国女性在社会科学文献中几乎是看不见的。对亚裔美国女性顺从、顺从的简单刻板印象以及将亚裔美国人视为模范少数族裔的观念限制了对亚裔美国女性进行科学研究的认真研究。 本研究将利用成熟的（全国教育纵向调查）和新的（包括小插图的网络调查）数据收集技术来探索年轻亚裔美国女性的 STEM 教育经历，以检验有关种族、性别和亚裔美国文化如何共同影响年轻亚裔美国女性的科学经历的假设。该项目的智力价值包括使用创新方法，有望为数据收集和调查技术提供新方法。用于检验年轻亚裔美国女性（和男性）科学经历的概念框架整合了批判性性别理论（该理论承认性别是一种强大的宏观结构，按等级组织社会，但也承认性别是机构的来源）和多元文化方法（强调这些结构的多样性以及少数文化中独特的性别和家庭系统）。 该研究将提供有关亚裔美国女性在 STEM 教育系统各个阶段（从八年级到中学后）的科学经验、对科学能力的看法以及鼓励和劝阻来源的信息。这项研究的更广泛影响将推动科学人才发展领域的知识超越简单化的种族和性别概念，这些概念不承认种族和性别相互作用的复杂方式，也不关注“模范少数族裔”亚裔的多样性和复杂性。 美国亚文化。这项研究将引起人们对少数研究人群的关注。 此外，它将揭示未受研究群体中的潜在机构以及移民社区投资于子女（男性和女性）教育的方式。这些问题对如何教授科学、如何看待少数族裔学生的才能以及其他项目和 STEM 干预措施如何将多元文化问题纳入项目和政策产生影响。