Collaborative Research: Gender, Race, and Identity Development in Black Youth

AbstractThis协作项目旨在研究个人和群体身份变量对STEM教育成果的影响。纵向数据将收集和分析一些自我和其他动机变量，以了解这些个人和社会因素可能如何决定非裔美国青年的教育轨迹和决策。很少有研究，但是，已经解决了发展变化的刻板印象的认识和认可，或刻板印象和歧视的身份发展和黑人青少年的成就努力的后果。拟议中的研究将模拟两个突出的群体成员，种族和性别，与黑人青年的成就成果的关系。先前的研究强调了同时关注种族和性别的必要性，以及评估学术领域内动机和成就成果的重要性（例如，英语和科学）。这项拟议的研究是以前NSF资助的非裔美国青年纵向研究的延伸和扩展。这项后续研究的目标是更明确地集中在种族相关和性别相关的经验和信念的同时影响，并调查这些经验如何在不同的课程内容领域（例如，英语、科学和数学）。本研究采用问卷调查和质的研究方法，描述了小学五年级至十二年级学生在自我概念、刻板印象、动机和父母教养方面的规范发展。该项目的另一个重要目标是确定女孩在科学，技术，工程和数学（STEM）领域获得的优势是否保持，因为她们准备通过更高级的课程和大学申请，以及什么样的个人，家庭和学校环境因素预测STEM兴趣和成功。拟议的成果将有助于了解自我概念和其他自我变量如何影响动机，作为STEM学科成功的预测因素，这反过来又可能扩大代表性不足群体的参与。

AbstractThis collaborative project aims to study the effects of personal and group identity variables on STEM educational outcomes. Longitudinal data will be collected and analyzed on a number of self and other motivational variables to understand how these personal and social factors are likely to determine the educational trajectories and decisions of African-American youth. Little research, though, has addressed developmental changes in stereotype awareness and endorsement, or ramifications of stereotypes and discrimination for identity development and achievement striving in Black adolescents. The proposed study will model the relationship of two salient group memberships, race and gender, with achievement outcomes for Black youth. Prior research has underscored the need to attend to race and gender simultaneously, as well as the importance of evaluating motivational and achievement outcomes within academic domains (e.g., English and science). The proposed study is an extension and expansion of a previous NSF-funded longitudinal study of African American youth. The goal of this follow-up study is to concentrate more explicitly on the simultaneous effects of race-related and gender-related experiences and beliefs and on investigating how these experiences play out across different course content domains (e.g., English, science, and mathematics). Using survey and qualitative methods, the study will describe normative development in self-concept, stereotypes, motivation, and parenting from fifth through twelfth grade. Another important goal of the project is to determine whether the advantages gained by girls in Science, Technology, Engineering, and Mathematics (STEM) areas are maintained as they prepare to move through more advanced coursework and college applications, and what personal, family, and school context factors predict STEM interest and success for both genders. The proposed outcomes will aid in the understanding of how self-concept and other self variables impacts motivation as a predictor for success in STEM disciplines which may in turn broaden participation of under represented groups.