RDE-FRI Collaborative Research: Students with Learning Disabilities: STEM Pathways in the Social Context

“RDE-FRI合作研究：有学习障碍的学生：社会背景下的STEM途径”旨在探索高中背景、社会和学术过程，以及学习障碍学生群体中人口统计亚组（种族、民族和语言少数群体、性别、阶级）的变化对大学预科STEM成就结果的影响。数据分析将使用2002-2006年国家教育统计中心教育纵向研究的信息进行，这是一个数据集，跟踪了从高中过渡到成年和高等教育环境的全国代表性学生样本。本研究将解决以下四个主要问题集：1。有学习障碍的学生和他们的学校：调查的第一步是系统地描述有学习障碍的学生和他们就读的学校。学习障碍的识别和学校类型是否与学生的社会人口特征有关-特别是性别，种族/民族，社会阶层，和/或语言少数民族地位和英语水平有限（LEP）？2。学术经历：探究的第二条线侧重于通过学生所修课程系统地描述学生的学术经历。我们关注的是他们的主流化程度、具体的课程作业和数学教学方法。有学习障碍的学生学习的组织模式有哪些？他们在多大程度上参加了为高中和大学的高等教育和高级STEM课程做准备的课程？他们的老师使用什么教学方法？最后，这些模式是否因学生的社会人口特征而有所不同？3。社会过程：社会整合、行为、社会心理态度和幸福：第三条研究线将探索青少年在学校的社会世界，然后考虑与他们的学术经历相关的社会过程。有学习障碍的学生在多大程度上通过与同伴、老师和成人导师的关系融入了学校的社会结构？与没有学习障碍的同龄人相比，他们有哪些学习和社会行为？有学习障碍的学生如何看待自己，他们是否有学术自信，以及对STEM的特定兴趣和信心？他们的社交世界在多大程度上是他们学术经历的一个功能？最后，这些非正式的社会过程及其与学术经历的关系是否因学生的背景（性别、种族/民族、社会阶层和/或语言少数民族地位和LEP）而异？四、STEM管道和学术成果：调查的最后一条线将考虑学校、学术经历和非正式社会过程如何影响有学习障碍的高中生的学术成果（毕业、大学准备、大学入学和STEM成绩）。每组因素的影响将分别或结合起来加以审查。什么样的学校和学术经历有利于学生？大学预科，特别是STEM的成功，这些影响是否因学生的社会人口统计学特征而有所不同？

The "RDE-FRI Collaborative Research: Students with Learning Disabilities: STEM Pathways in the Social Context" is designed to explore the effects of high school context, social and academic processes, as well as variations by demographic subgroup (racial, ethnic and linguistic minority, gender, class) among the population of students with learning disabilities, on college preparatory STEM achievement outcomes. Data analyses will be conducted using information from the 2002-2006 National Center for Education Statistics's Education Longitudinal Study, a dataset that follows a nationally representative sample of students as they transition from high school into adulthood and post-secondary settings. This research will address the following four primary question sets:I. Students with Learning Disabilities and Their Schools: The first line of investigation is to systematically describe the students identified with learning disabilities and the schools they attend. Are identification of a learning disability and the type of school associated with a student's socio-demographic characteristics - specifically, gender, race/ethnicity, social class, and/or language minority status and Limited English Proficiency (LEP)?II. Academic Experiences: The second line of inquiry concentrates on systematically describing students' academic experiences through the courses that they take. We concentrate on the degree of mainstreaming, the specific coursework, and the pedagogy in their math classes. What types of organizational models of course-taking do students with learning disabilities experience? To what extent do they take courses that prepare them for postsecondary study and for advanced STEM coursework in high school and college? What pedagogical approaches do their teachers use? And, finally, do these patterns differ on the basis of students' socio-demographic characteristics?III. Social Processes: Social Integration, Behavior, and Psychosocial Attitudes and Well-being: The third line of study will explore the social world of adolescents in their schools and then consider the social processes in relation to their academic experiences. To what extent are students with learning disabilities integrated into the social fabric of the school through relationships with peers, teachers, and adult mentors? In what academic and social behaviors do they engage in comparison with their peers without learning disabilities? How do students with learning disabilities perceive themselves, and do they have academic self-confidence, and STEM specific interest and confidence? To what extent are their social worlds a function of their academic experiences? And, finally, do these informal social processes and their relationships to academic experiences differ depending on the student's background (gender, race/ethnicity, social class, and/or language minority status and LEP)?IV. STEM Pipeline and Academic Outcomes: The final line of inquiry will consider how schools, academic experiences, and informal social processes influence academic outcomes (graduation, college preparation, college enrollment, and STEM achievement) for high school students with learning disabilities. The impact of each set of factors will be examined separately and in combination. What types of schools and academic experiences facilitate students? college preparatory and, in particular, STEM success, and do these effects differ depending on students' socio-demographic characteristics?