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

合作研究：黑人青年的性别、种族和身份发展

• 批准号: 0819079
• 负责人: Beth Kurtz-Costes
• 金额: $ 81.95万
• 依托单位: University of North Carolina at Chapel Hill
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-09-01 至 2014-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0819079&HistoricalAwards=false
• 关键词: Collaborative; Research; Gender; Race; Identity

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.

摘要本合作项目旨在研究个人和群体认同变量对STEM教育成果的影响。将收集和分析一些自我和其他动机变量的纵向数据，以了解这些个人和社会因素如何可能决定非裔美国青年的教育轨迹和决定。然而，很少有研究涉及刻板印象意识和认可的发展变化，或刻板印象和歧视对黑人青少年身份发展和成就奋斗的影响。拟议的研究将模拟两个突出的群体成员，种族和性别，与黑人青年的成就结果的关系。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（如英语和科学）的动机和成就结果的重要性。这项提议的研究是对先前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关注与种族和性别相关的经历和信仰的同时影响，并调查这些经历如何在不同的课程内容领域（如英语、科学和数学）中发挥作用。采用调查和定性方法，本研究将描述从五年级到十二年级在自我概念、刻板印象、动机和养育方面的规范发展。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在她们准备通过更高级的课程和大学申请时保持不变，以及个人、家庭和学校环境因素预测了男女对STEM的兴趣和成功。提出的结果将有助于理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，这可能反过来扩大代表性不足群体的参与。