Gender-Ethnic Identification and the Development of STEM Achievement Behaviors

这是一项纵向的定量研究，在成就行为的埃克尔斯期望价值模型框架内，考察性别和种族认同在高中生STEM价值观、期望和成就行为发展中的作用。该模型认为，从事某些教育行为，如选课，是个人对成功的期望及其感知的价值或重要性的产物。PI试图扩展这一模式，以具体解决社会认同因素在STEM参与中的独特贡献。这项研究将通过三年的自我报告跟踪学生，以收集对连续性和随时间变化的洞察力。参与者将是10年级、11年级和12年级的青少年，他们是白人、黑人、拉丁裔和亚裔美国人的混合体。青少年的父母或主要监护人将包括在研究中。最初的样本为256名学生(每个性别x族裔32名)，扩大到包括另外100名学生和家长。参与者将是宾夕法尼亚州费城学区公立高中生及其家庭的代表性样本。这项研究将调查性别和种族刻板印象之间可能存在的冲突。一个例子是，人们认为亚洲人的数学能力与亚洲女性的负面性别刻板印象之间存在冲突。主要的研究问题是：1)性别和种族在学业认同和STEM成就行为中是如何相互作用的；2)哪些因素使女性和少数民族学生面临不追求STEM的风险；3)这些结构和过程从10年级到12年级是稳定的吗？定量分析将侧重于回归分析；然而，也可以利用结构方程建模(SEM)。拟议的研究将通过对女孩和少数族裔参与STEM的社会/认知因素形成更强的概念化，为教育、社会和发展心理学、STEM教育和教育政策领域提供新的知识和理解。该项目将提供早期关于有色人种学生态度的研究中没有的数据，并为教育研究人员和政策制定者提供一个出发点，他们的目标是制定有效的激励战略，以增加有色人种女学生在STEM教育和职业中的参与度。此外，从这项研究中获得的知识对于制定针对这类群体的课程方案至关重要，即响应在家长和社区以及科学家和教育工作者中传播的具体教育的方案。该专业将指导心理学研究生的研究方法；本科生和女性在招生方面将得到优先考虑。

This is a longitudinal, quantitative study to examine the roles of gender and ethnic identification in the development of high school students STEM values, expectancies, and achievement behaviors within the framework of the Eccles Expectancy Value Model of achievement behaviors, which proposes that engaging in certain educational behaviors, such as course taking are the product of an individual's expectations for success and its perceived value or importance. The PI seeks to expand this model to specifically address the unique contributions of social identity factors in STEM engagement. This study will follow the students via self-reports across 3 years to gather insight into continuity and change over time. Participants will be adolescent 10th, 11th and 12th graders, who are a mixture of white, black, Latino and Asian Americans. Parents or primary guardians of the adolescents will be included in the study. The initial sample of 256 students (32 per gender x ethnic group) was extended to include 100 additional students and parents. The participants will be a representative sample of public high school students and their families in the school district of Philadelphia PA.The research will examine possible conflicts between gender and ethnic stereotypes. One example is a perceived conflict between the math competency associated with Asians and the negative gender stereotype associated with an Asian female. The primary research questions are: 1) How do gender and ethnicity interact in academic identification and STEM achievement behaviors; 2) Which factors put female and ethnic minority students at risk for not pursuing STEM; and 3) Are these constructs and processes stable from 10th to 12th grade. The quantitative analyses will focus on regression analysis; however, structured equation modeling (SEM) may also be utilized. The proposed study will provide new knowledge and understanding to the fields of educational, social, and developmental psychology, STEM education, and education policy through the development of a stronger conceptualization of the social/cognitive factors responsible for the participation of girls and ethnic minorities in STEM. The project will provide data absent in earlier studies on attitudes of students of color as well as a point of departure for education researchers and policymakers, whose goal is to develop effective motivational strategies to increase the participation of female students of color in STEM education and careers. Further the knowledge to be gained from this research is central to the development of curricular programs designed to target such groups, i.e., programs that respond to the specific educational disseminated among parents and the community as well as scientists and educators. The PI will mentor graduate psychology students in research methods; undergraduate students and females will be given preference in recruitment.