GSE/RES--Community College Pathways to STEM Degrees and Careers for Women and Underrepresented Minorities

GSE/RES--女性和代表性不足的少数族裔获得 STEM 学位和职业的社区大学途径

• 批准号: 1036739
• 负责人: Lois Joy
• 金额: $ 52.09万
• 依托单位: Education Development Center
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-09-15 至 2014-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1036739&HistoricalAwards=false
• 关键词: GSE; RES; Community; College; Pathways

Intellectual Merit: Education Development Center, Inc. (EDC) proposes to conduct a three-year research project that seeks to understand opportunities for STEM advancement for women through community college education. The goal is to identify the individual and institutional factors that contribute to women's successful recruitment, progress, and completion of community college STEM degrees and certificates. The researchers will examine data from the Beginning Post-Secondary Surveys (BPS) from the National Center for Education Statistics (NCES) and will conduct case studies of four STEM community college programs (two terminal associate degree programs and two transfer degree programs) at two STEM-rich and supported community colleges. While women?s experiences in four-year and graduate STEM programs have been extensively analyzed, the experiences of women in STEM community college programs remains under-examined. Theories such as student engagement, life course, and gender schema, which have been developed to understand women's underrepresentation in four-year STEM programs, may apply differently in the community college STEM context where students are older, non-residential, from lower income families, and more likely to work compared with students who begin college in a four-year institution. Further, institutional systems of support for STEM community college education have not been adequately studied. Quantitative research proposed in this project will provide a comprehensive look at women's and men's experiences in STEM community college education while testing hypotheses concerning student engagement, life course, and gender schema theories of gender differences in STEM education. The case study research will additionally provide analysis of the policies, programs, and practices that support STEM community college education and the extent to which these institutional supports meet women's needs. While the quantitative research will identify the factors that contribute to progress through community college STEM and differences for men and women, the qualitative analysis will explore why these gender differences persist.Broader Impacts: Community colleges often lack the resources and staffing to conduct the institutional and program effectiveness research required to understand, evaluate, and strengthen systems of support for women's and men's STEM education. By delineating what is working and what is lacking in community college systems of support for women in STEM as well as the factors that predict STEM community college progress, this research will identify areas for educators and administrators to best allocate scarce resources for program, practice, and policy development. Furthermore, the student survey and focus group protocol developed through the research to gauge student engagement in STEM community college programs and how assessments vary by gender may be used as a piloted tool to measure the effectiveness of STEM support on community college campuses. The interview protocols may also serve as a piloted tool to measure the effectiveness of systems of support for women?s STEM education.

知识分子优点：教育发展中心公司（EDC）提议进行一个为期三年的研究项目，旨在通过社区大学教育来了解妇女的STEM促进机会。目的是确定有助于妇女成功招募，进步和完成社区大学茎学位和证书的个人和机构因素。研究人员将从国家教育统计中心（NCE）的初中调查（BPS）开始研究数据，并将在两家STEM-RICH和支持的社区大学中对四个STEM社区大学课程（两个终端副学士学位课程和两个验证学位课程）进行案例研究。尽管对四年和研究生STEM课程的妇女经验进行了广泛的分析，但妇女在STEM社区大学课程中的经历仍然不足。已经开发出诸如学生参与，生活课程和性别模式之类的理论，这些理论是为了了解四年的STEM计划中妇女代理不足的理论，在社区大学的STEM环境中可能会有不同的应用，在该社区的大学STEM环境中，学生年龄较大，非住宅，较低的收入家庭，并且与在四年制学院开始大学的学生相比，更有可能工作。 此外，尚未对STEM社区大学教育的机构支持体系进行充分的研究。该项目中提出的定量研究将全面介绍妇女和男子在STEM社区大学教育方面的经历，同时测试有关学生参与，生活课程以及性别模式的假设，这些理论是STEM教育中性别差异的理论。案例研究还将对支持社区大学教育的政策，计划和实践以及这些机构支持满足妇女需求的程度进行分析。虽然定量研究将确定通过社区大学的STEM和男女差异导致进步的因素，但定性分析将探讨这些性别差异的原因。Broader的影响：社区大学经常缺乏进行资源和人员参考来进行机构和计划的有效性研究，以了解，评估和增强对女性和男性STEM教育的支持系统。 通过描述社区大学对STEM中女性的支持以及预测STEM Community College进步的因素的社区大学支持系统缺乏的方法，这项研究将确定教育工作者和管理人员的领域，以最好地为计划，实践和政策制定分配稀缺资源。此外，通过研究来衡量学生参与STEM社区大学计划的学生调查和焦点小组协议，以及如何将评估因性别而异，以衡量STEM支持对社区大学校园的有效性的试验工具。访谈方案还可以作为衡量女性STEM教育系统有效性的试验工具。