Implicit Cognition in STEM Education

STEM教育项目中的内隐认知（I.C.STEM）将测试有关内隐STEM认知在学生表现中的发展和影响的具体假设，特别是对于女孩和非亚裔少数民族学生，这些学生属于STEM管道中不成比例的成员。最近的研究表明，内隐态度和刻板印象可以预测重要的STEM结果，如对该领域的自我认同，工程测试表现和大学微积分成绩。目前的项目利用了一个自然实验的优势：它将包括在芝加哥一所单性别的市中心特许学校上学的女孩，该学校使用随机抽签来选择学生，申请抽签但没有被选中的女孩，以及在佛罗里达种族多元化学校系统中的一组学生。研究人员将利用实验，准实验，观察和纵向设计以及多种测量和分析方法，以便能够对不同因素的相互作用做出因果关系声明，例如单性别和男女同校的教室，确定STEM态度，持久性和表现。

The Implicit Cognition in STEM Education project (I.C.STEM) will test specific hypotheses about the development and influence of implicit STEM cognitions in student performance, especially for girls and non-Asian minority students, members of groups known for disproportionate attrition from the STEM pipeline. Recent studies have demonstrated that implicit attitudes and stereotypes predict important STEM outcomes like self-identification with the domain, engineering test performance, and college calculus grades. The current project takes advantage of a natural experiment: It will include girls attending a single-sex, inner-city charter school in Chicago that uses a randomized lottery to select its students, girls who had applied to the lottery but were not selected, and a comparison group of students in a ethnically diverse school system in Florida. The researchers will make use of experimental, quasi-experimental, observational, and longitudinal designs and multiple measures and analytic methods so as to be able to make causal claims about the interaction of different factors, such as single-sex and coed classrooms, determining STEM attitudes, persistence, and performance.