GSE/RES: Red Light, Green Light Signals? Defining Family and School Influences on Rural, American Indian Girls' Early STEM Interests

智力优势俄克拉荷马州州立大学（OSU）的一个多学科研究小组与当地公立学校官员合作，将在三年内测量年轻学生的STEM兴趣、成就和态度的变化，并将这些变化与可识别的家长/教师影响联系起来。研究目标是确定低收入，农村美洲土著男孩和女孩对科学和数学的早期兴趣的重要预测因素，这些因素可以为鼓励年轻女孩STEM兴趣的课堂实践提供指导。具体来说，这项研究将（1）确定和检查家庭和学校的影响，与学生的科学和数学兴趣和成绩的变化，从3 - 5年级之间的农村，主要是美国原住民人口在俄克拉荷马州和（2）产生的案例研究，说明对女孩的STEM兴趣的影响在这个特殊的人群。社会经济地位（SES）的学生（那些有资格获得免费和减价餐）和美洲原住民。本研究中的35所学校是（1）切罗基、波尼和奥塞奇印第安民族内的小型农村学校，（2）位于研究基地附近。这项研究包括800名3 - 5年级的学生（约45%是美洲原住民学生），每个年级的女孩和男孩人数相似。美洲原住民咨询委员会将提供指导，以确保文化意识和敏感性为方法和分析提供信息。方法包括观察协议，调查工具，焦点小组，和学生的测试scores.Broader影响研究结果和新的战略将在全国会议上广泛传播，在专业出版物，并向部落群体和决策者。这项研究将成为第一项基于研究的研究，探讨家庭和学校对美国原住民农村人口STEM兴趣的影响。教育基础设施将通过为不同学生提供研究机会，与农村学校建立新的伙伴关系，以及扩大准备解决STEM中性别和少数民族平等问题的教育工作者网络来加强。长期的，创新的变化将在确定鼓励年轻的美国土著妇女的STEM兴趣的教学实践中进行衡量。这项研究对改善更大和更多样化的国内科学和工程劳动力的机会具有影响。俄克拉荷马州州立大学坚定地致力于教师和学生的多样性，在许多传统上代表性不足的群体中积极招聘。应该指出的是，俄勒冈州立大学拥有美国最高的美洲原住民大学生入学率。该奖项由EPSCoR和科学与工程项目中的性别研究共同资助。

Intellectual MeritA team of multidisciplinary researchers at Oklahoma State University (OSU), in collaboration with local public school officials, will measure changes in young students' STEM interests, achievement, and attitudes over three years and relate these changes to identifiable parent/teacher influences. The research goal is to determine significant predictors of low-income, rural Native American boys' and girls' early interests in science and mathematics that can provide guidance for classroom practices that encourage young girls' STEM interests. Specifically, this research will (1) determine and examine family and school influences related to changes in students' science and math interests and achievement from 3rd - 5th grade among rural, largely Native American populations in Oklahoma and (2) generate case studies that illustrate influences on girls' STEM interests within this special population.The targeted school region includes large numbers of low, socio-economic status (SES) students (those eligible for free and reduced-price meals) and Native Americans. The 35 schools in this study are (1) small, rural schools within the Cherokee, Pawnee and Osage Indian Nations and (2) located near the research base. The study includes 800 students (with approximately 45% Native American students) in grades 3 - 5 with similar numbers of girls and boys at each level. A Native American Advisory Board will provide guidance to assure cultural awareness and sensitivity informs methodology and analysis. Methods include observation protocols, survey instruments, focus groups, and student test scores.Broader ImpactsResearch results and new strategies will be widely disseminated at national conferences, in professional publications, and to tribal groups and policy makers. This study will break ground as the first research-based research of home and school influences on STEM interests among rural, Native American populations. Educational infrastructure will be enhanced by providing research opportunities for diverse students, creating new partnerships with rural schools, and expanding the network of educators prepared to address gender and minority equity issues in STEM. Long-term, innovative changes will be measured in the determination of pedagogical teaching practices that encourage STEM interests of young Native American women. This research has implications for improving opportunities for a larger and more diverse domestic science and engineering workforce. Oklahoma State University is strongly committed to faculty and student diversity, actively recruiting among many traditionally underrepresented groups. It should be noted that OSU has the highest enrollment of Native American college students in the United States.This award is co-funded by the EPSCoR and the Research on Gender in Science and Engineering programs.