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

GSE/RES 信念、行为、归属感：感知、支持和学生参与在预测青春期早期女孩和少数民族青少年 STEM 相关兴趣中的作用

• 批准号: 0624724
• 负责人: Marie Shoffner
• 金额: --
• 依托单位: University of Virginia Main Campus
• 依托单位国家: 美国
• 项目类别: Continuing 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=0624724&HistoricalAwards=false
• 关键词: GSE; RES; Beliefs; Behavior; Belonging

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.

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STEM兴趣、目标和行为的变化、稳定和发展。核心假设是，感知、学生参与、归属感以及同伴、教师和父母的支持对女孩和少数族裔在教育和职业发展轨迹的关键时刻的STEM兴趣和选择起着至关重要的作用。这将是一项纵向研究，将确定学校和个人因素在女孩和少数族裔青年发展与STEM有关的兴趣和选择方面的作用。这项研究有三个目标，它们将决定：1)这些与STEM兴趣和目标相关的关键因素如何在女孩(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，随着时间的推移而发展、变化或保持稳定，2)预测STEM兴趣的假设模型是否得到支持，以及3)性别、种族/民族和社会经济水平如何调节模型变量之间的关联。对900名5年级、7年级和9年级的学生进行了为期三年的跟踪调查。将使用定量和定性方法来检验中心假设。该项目每年都将使用调查工具、焦点小组和访谈。关于STEM兴趣发展的基本新知识有望推进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。广泛影响-该项目通过直接让学生参与拟议的项目，将教、学和研究结合在一起。将通过为学生提供研究机会和教育研究培训来加强教育基础设施。随着时间的推移，准备在STEM解决性别和少数群体平等问题的教育工作者、辅导员和教育科学家组成的更广泛的网络可能会发展起来。该项目所产生的成果和干预措施将通过学术、公立学校和一般公共场所以及为年轻人和与他们一起工作的人设计的网站广泛传播。