GSE/RES: Club to School (C2S): Rethinking the SMT Pipeline

智力价值：中学女生是如何投身于科学的，尤其是当她们不断发展的“自我意识”似乎与什么是一个好的理科学生或科学家的传统形象相矛盾的时候？这项调查的目的是为了更好地了解城市中学女生在科学中创造可能的自我的机制，以及这对她们对科学、数学和技术(SMT)管道的兴趣和参与有什么影响。该项目的目标是：1.跟踪跟踪四个城市的一群女孩，记录她们在科学中创造可能的自我的机制，她们在不同图形世界中的身份形成(及其随之而来的资源和职位)如何支持她们这样做，以及这对她们对科学课程和SMT管道的兴趣和参与有什么影响。开发一个模型，说明女孩如何以及为什么在不同的图形世界中招募身份，以及女孩如何寻求利用这些身份来支持对科学的参与和兴趣。为了创建一系列案例以及指导设计原则，重点关注女孩的身份发展和SMT渠道参与，这些案例可以用作教师学习和项目设计的工具。这项研究在三年多的时间里跟踪了美国四个城市的400名女孩。利用侧重于身份发展和渠道参与的国家验证的调查工具，将在三年内收集数据，以确定身份发展和渠道参与的模式。该项目还包括三年来对其中两个地点的40名女孩进行的人种学纵向案例研究。案例研究数据将允许深入分析女孩在校外数字世界和学校科学的数字世界中的参与和经历，揭示与她们相关的显著身份，以及她们如何选择和整合数字世界中的身份，以促进她们对科学的兴趣和表现。更广泛的影响：该项目为来自不同种族背景的低收入城市女孩的身份发展与参与SMT渠道之间的关系提供了一个以理论为基础、以经验为驱动的模型。通过创建一系列案例以及侧重于女孩身份发展和SMT管道参与的指导设计原则，项目团队将与教师和项目组织者合作，定制项目设计和教学实践，以最好地支持女孩。

Intellectual Merit: How do middle school girls become engaged in science, especially when their developing "sense of self" can seem to be at odds with traditional images of what it means to be a good science student or a scientist? The purpose of this investigation is to better understand the mechanisms by which urban middle school girls author possible selves in science, and what impact this has on their interest and participation in the science, mathematics and technology (SMT) pipeline. The objectives of the project are:1. To follow a cohort of girls in four cities over their middle school years to document the mechanisms by which they author possible selves in science, how their identity formation (and their attendant resources and positions) in different figured worlds support them in doing so, and what impact this has on their interest and participation in science class and the SMT pipeline.2. To develop a model for how and why girls recruit identities across different figured worlds and how girls seek to leverage them in support of participation and interest in science.3. To create a set of cases along with guiding design principles focused on girls' identity development and SMT pipeline participation that can be used as tools for teacher learning and program design.The research follows 400 girls in four US cities over three years. Utilizing a nationally validated survey instrument focused on identity development and pipeline participation, data will be gathered over the three years to ascertain patterns in identity development and pipeline participation. The project also includes ethnographic longitudinal case studies of 40 girls in two of the sites over three years. Case study data will allow for an in depth analysis into girls' participation and experiences in out-of-school figured worlds and the figured world of school science, to uncover the salient identities pertinent to them, and how they select and coalesce identities across figured worlds to further their interest and performance in science. Broader Impacts: This project yields a theoretically-based, empirically-driven model for the relationship between identity development and participation in the SMT pipeline for low-income urban girls from racially diverse backgrounds. By creating a set of cases along with guiding design principles focused on girls' identity development and SMT pipeline participation, the project team will work with teachers and program organizers to tailor program design and instructional practice to best support girls.