Choosing Careers in Science and Math: An Integrated Approach

选择科学和数学职业：综合方法

• 批准号: 0734074
• 负责人: Joan Barth
• 金额: --
• 依托单位: University of Alabama Tuscaloosa
• 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: 2007-10-01 至 2011-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0734074&HistoricalAwards=false
• 关键词: Choosing; Careers; Science; Math; Integrated

Intellectual Merit: Career choices are the result of a complex process and are influenced by a myriad of factors: 1) social-contextual influences such as classroom environment and culturally shared gender stereotypes, 2) person-attribute characteristics such as math and science ability and personal gender schemas, and 3) life goals, especially those related to work, marriage, and family. The individual making a career decision must integrate information from all three areas, yet researchers rarely reach beyond constructs in their own research paradigm. This hinders the development of an explanation of why some capable girls choose science, technology, engineering, and math (STEM) careers and others do not. This research integrates the three broad areas of research (social-contextual, person-attribute, and life goals) by systematically assessing the relative importance of these factors in career choices during four key educational transition points: Transition from grade school to middle school, transition from middle school to high school, at the end of high school, and at the start of college. Existing classroom programs are then mapped on to the research findings to identify strategies for promoting interest in STEM careers that are likely to be most effective at different points in education. Broader Impacts: Research focusing on educational and developmental transitions especially benefits STEM education programs by matching these programs with the interests and needs of girls at different time points in schooling, connecting classroom practices to eventual STEM career choices. A main goal of this project is to inform educators about which classroom strategies and extracurricular programs are most effective for enhancing STEM career choices at different time points in education. With the assistance of an advisory panel, the research plan calls for the creation of a compendium that translates the research findings into key issues for supporting interest in STEM careers at different educational time points and identifies resources to address these issues. The end product is presented in the Classroom Connections Guide: Closing the Gender Gap that will be widely disseminated through professional development programs, teacher training, presentations at national professional meetings as well as to STEM college professors, deans, and administrative staff at the University of Alabama and other universities.

智力优势：职业选择是一个复杂过程的结果，受到多种因素的影响：1）社会背景影响，例如课堂环境和文化上共有的性别刻板印象，2）个人属性特征，例如数学和科学能力以及个人性别模式，3）生活目标，尤其是与工作、婚姻和家庭相关的目标。做出职业决策的个人必须整合所有三个领域的信息，但研究人员很少超越自己研究范式的构建。这阻碍了对为什么一些有能力的女孩选择科学、技术、工程和数学（STEM）职业而另一些女孩不选择的解释。这项研究整合了三大研究领域（社会背景、个人属性和人生目标），系统地评估了这些因素在四个关键教育过渡点（从小学到初中的过渡、初中到高中的过渡、高中结束时和大学开始时）在职业选择中的相对重要性。然后将现有的课堂计划与研究结果进行映射，以确定促进对 STEM 职业兴趣的策略，这些策略可能在教育的不同阶段最有效。更广泛的影响：专注于教育和发展转型的研究特别有利于 STEM 教育项目，因为它们可以将这些项目与女孩在不同教育时间点的兴趣和需求相匹配，将课堂实践与最终的 STEM 职业选择联系起来。 该项目的主要目标是让教育工作者了解哪些课堂策略和课外项目对于加强不同教育时间点的 STEM 职业选择最有效。在顾问小组的协助下，该研究计划要求创建一个纲要，将研究结果转化为关键问题，以支持不同教育时间点对 STEM 职业的兴趣，并确定解决这些问题的资源。最终产品将在《课堂联系指南：缩小性别差距》中介绍，该指南将通过专业发展计划、教师培训、在全国专业会议上的演讲以及阿拉巴马大学和其他大学的 STEM 学院教授、院长和行政人员进行广泛传播。