GSE/RES: Exploring the STEM Gender Gap: Introductory College Mathematics and Statistics Instruction and its Association with Self-Efficacy

GSE/RES：探索 STEM 性别差距：大学数学和统计学入门教学及其与自我效能的关系

• 批准号: 1036791
• 负责人: Ulrike Genschel
• 金额: $ 52.14万
• 依托单位: Iowa State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-01-01 至 2015-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1036791&HistoricalAwards=false
• 关键词: GSE; RES; Exploring; STEM; Gender

Intellectual merit: This project studies in detail the factors through which mathematics and statistics training influences career options and choices in STEM fields, with emphasis on gender differences. The project includes a detailed analysis of course and instructor related factors that impact women's (and men's) STEM career choices in the theoretical context of social cognitive career theory. These factors include course format, instructor characteristics (gender, minority status, native speaker, research faculty vs. teaching faculty vs. teaching graduate assistants vs. others), and characteristics of the learning environment (instructor availability, test and grading policies and frequencies, homework expectations, assessment types of student progress, instructor and course ratings, support networks including office hours, help rooms, learning communities, and supplemental instruction). Hypotheses regarding gender specific impacts of these factors are tested using two sets of data: The complete mathematical history of students from high school through community college to university major, linked with course and instructor data for all students that have entered Iowa State University since AY 2006, and a survey instrument that measures self-efficacy and mathematical self-confidence before and after basic mathematical and statistical training at Iowa State.Broader impacts: The project team of educators, mathematicians and statisticians will use the findings of this study to explore instructional changes involving those factors that substantially contribute to career changes away from STEM fields, in particular for female students. Many of the factors under consideration are, at least to some extent, results of the instructional planning of academic departments. Changes in planning practices also provide the foundation for collaboration with high schools and community colleges on gender related transition and career guidance issues that would become particularly pressing if significant differences are found between graduates from different high schools or community colleges. Furthermore, collaboration with other universities will address course and instructor related factors that influence women?s attitudes and achievements in introductory mathematics and statistics courses, together with options of implementing changes aimed at closing the STEM gender gap at these institutions.This award is co-funded with the NSF EPSCoR office.

智力优势：该项目详细研究数学和统计培训影响职业选择和 STEM 领域选择的因素，重点关注性别差异。 该项目包括在社会认知职业理论的理论背景下对影响女性（和男性）STEM 职业选择的课程和讲师相关因素进行详细分析。这些因素包括课程形式、教师特征（性别、少数族裔身份、母语人士、研究教师与教师、研究生助教与其他）以及学习环境的特征（教师可用性、测试和评分政策和频率、家庭作业期望、学生进度的评估类型、教师和课程评分、包括办公时间、帮助室、学习社区和补充指导在内的支持网络）。使用两组数据来测试有关这些因素的性别特定影响的假设：从高中到社区学院再到大学专业的学生的完整数学历史，与自 2006 学年以来进入爱荷华州立大学的所有学生的课程和教师数据相关联，以及衡量爱荷华州立大学基础数学和统计培训前后的自我效能和数学自信的调查工具。更广泛的影响：教育工作者项目团队， 数学家和统计学家将利用这项研究的结果来探索教学变化，这些变化涉及那些对 STEM 领域的职业变化产生重大影响的因素，特别是对于女学生而言。所考虑的许多因素至少在某种程度上是学术部门教学规划的结果。规划实践的变化也为与高中和社区大学在性别相关过渡和职业指导问题上的合作奠定了基础，如果不同高中或社区大学的毕业生之间存在显着差异，这些问题将变得尤为紧迫。此外，与其他大学的合作将解决影响女性在数学和统计学入门课程中的态度和成就的课程和教师相关因素，以及旨在缩小这些机构中 STEM 性别差距的实施变革的选择。该奖项由 NSF EPSCoR 办公室共同资助。