GSE/RES Beliefs, Behavior, Belonging: The Role of Perceptions, Supports and Student Engagement in Predicting STEM-Related Interests in Early-Adolescent Girls and Minority Youth

智力价值-该项目的目标是描述10-17岁女孩和少数民族青年的STEM兴趣，目标和行为的变化，稳定和增长。核心假设是，观念，学生参与，归属感，同伴，教师和家长的支持在女孩和少数民族的STEM兴趣和选择中发挥着至关重要的作用，在他们的教育和职业轨迹的关键点。这将是一项纵向研究，将描述学校和个人因素在女孩和少数民族青年发展STEM相关兴趣和选择方面的作用。该研究有三个目标，将确定：1）这些与STEM兴趣和目标相关的关键因素如何随着时间的推移而发展，变化或保持稳定（10-17岁）与男孩相比，以及对于不同种族/民族和社会经济水平的学生，2）如果预测STEM兴趣的假设模型得到支持，以及3）性别，种族/民族，和社会经济水平之间的模型变量的中度关联。900名学生，5年级，7年级和9年级的不同样本，将被跟踪三年。将使用定量和定性方法来检验中心假设。在该项目的每一年都将使用调查工具、焦点小组和访谈。关于STEM兴趣发展获得的基本新知识预计将推进STEM中的发展，职业和多元文化心理学，教师教育，教育科学以及性别和种族平等等领域。更广泛的影响-该项目通过直接让学生参与拟议的项目来整合教学，学习和研究。教育基础设施将得到加强，为学生提供教育研究方面的研究机会和培训。随着时间的推移，一个更广泛的教育工作者，辅导员和教育科学家网络，他们准备解决STEM中的性别和少数民族平等问题。该项目的成果和干预措施将通过学术界、公立学校和一般公共场所以及通过为青年人和与他们一起工作的人设计的网站广泛传播。

Intellectual Merit - The objective of this project is to characterize the change, stability and growth of STEM interests, goals and behaviors among girls and minority youth, during the ages of 10-17. The central hypothesis is that perceptions, student engagement, sense of belonging, and peer, teacher, and parent supports play a crucial role in girls' and minorities' STEM interests and choices at critical points in their educational and career trajectories. This will be a longitudinal study that will characterize the role of school and person factors in the development of STEM-related interests and choices of girls and minority youth. The study has three aims which will determine: 1) how these crucial factors associated with STEM interests and goals develop, change, or remain stable over time for girls (ages 10-17) compared to boys, and for students of varying race/ethnicity and socioeconomic levels, 2) if the hypothesized model predicting STEM interests is supported, and 3) how gender, race/ethnicity, and socioeconomic level moderate associations among model variables. A diverse sample of 900 students, grades 5, 7 and 9, will be followed for three years. Quantitative and qualitative methodologies will be used to test the central hypothesis. Survey instruments, focus groups and interviews will be used each year of the project. The fundamental new knowledge obtained about the development of STEM interests is expected to advance the fields of developmental, vocational, and multicultural psychology, teacher education, education science, and gender and racial equity in STEM.Broader Impacts - The project integrates teaching, learning and research by directly involving students in the proposed project. Educational infrastructure will be enhanced by providing research opportunities and training to students in education research. Over time, a broader network of educators, counselors, and education scientists who are prepared to address gender and minority equity issues in STEM may develop. Results and interventions that result from the project will be disseminated widely, through academic, public school and general public venues, as well as through a web site designed for young people and those who work with them.