An Investigation of African American Girls' Positionality in Science and Mathematics

非裔美国女孩在科学和数学中的地位调查

• 批准号: 0734028
• 负责人: Rose Pringle
• 金额: $ 43.96万
• 依托单位: University of Florida
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-09-01 至 2010-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0734028&HistoricalAwards=false
• 关键词: Investigation; African; American; Girls; Positionality

Intellectual Merit: This study explores how African American girls position themselves in relation to science and mathematics and learning and the impact of teachers', counselors' and parents' positionality, if any, on the girls' science and mathematics learning. The guiding hypothesis is that African American girls' positionality is impacted by the attitudes and expectations of parents, teachers, and counselors. Since the enactment of Title IX of the Elementary and Secondary Education Act in 1972, many investigations have sought to understand factors that influence girls' involvement in science and mathematics and their choosing of related careers. However, while progress has been made toward gender equity in science and mathematics, underachievement persists among African American girls. This research seeks to expand beyond documentation of disparities to include how to transform the relationship between adult expectations and girls' self-perceptions. In particular, teachers and counselors often serve as gatekeepers to science and mathematics learning opportunities for African American girls and other socially marginalized students. This research captures African American girls as they transition from elementary to middle school and deconstructs the concept of positionality and its relationship to science and mathematics learning. In addition, the research utilizes an integrative perspective that focuses simultaneously on students, parents, teachers, and counselors. The researchers anticipate that new knowledge will be generated about student-teacher interactions, parental involvement, and counselor influences on science and mathematics participation among African American girls in high-poverty schools and other underachieving student populations. Broader Impacts: This project will offer educators and parents the necessary tools for the development of positive positioning that will transform the trajectory for low income African American schoolgirls and other socially marginalized and underachieving student populations. This will translate into more participation of African American girls in science- and mathematics-related careers thus transforming low-income communities and changing the nature of parental involvement in schools.

智力优势：本研究探讨了非洲裔美国女孩如何定位自己的关系，科学和数学和学习和教师的影响，辅导员和家长的立场，如果有的话，对女孩的科学和数学学习。指导假设是，非洲裔美国女孩的立场是由父母，教师和辅导员的态度和期望的影响。自1972年颁布《初等和中等教育法》第九条以来，进行了许多调查，以了解影响女孩参与科学和数学以及选择相关职业的因素。然而，虽然在科学和数学方面的性别平等取得了进展，但非洲裔美国女孩的成绩仍然不佳。 这项研究力求扩大范围，不仅记录差距，还包括如何改变成人期望与女孩自我认识之间的关系。特别是，教师和辅导员往往是非洲裔美国女孩和其他社会边缘化学生的科学和数学学习机会的守门人。这项研究抓住了非洲裔美国女孩，因为他们从小学过渡到中学，解构的概念的位置及其关系，科学和数学学习。此外，本研究采用了一个综合的视角，同时关注学生，家长，教师和辅导员。研究人员预计，新的知识将产生关于学生与教师的互动，家长的参与，以及辅导员对高贫困学校的非洲裔美国女孩和其他成绩不佳的学生群体参与科学和数学的影响。更广泛的影响：该项目将为教育工作者和家长提供必要的工具，以制定积极的定位，改变低收入非裔美国女学生和其他社会边缘化和成绩不佳的学生群体的轨迹。这将转化为非裔美国女孩更多地参与科学和数学相关的职业，从而改变低收入社区并改变家长参与学校的性质。