Gender-Ethnic Identification and the Development of STEM Achievement Behaviors

这是一个纵向的，定量的研究，以检查性别和种族认同的作用，在高中生的STEM价值观，期望和成就行为的埃克尔斯期望值模型的框架内，提出从事某些教育行为，如课程是一个人的成功的期望和它的感知价值或重要性的产品。PI试图扩展这一模型，以专门解决STEM参与中社会认同因素的独特贡献。这项研究将通过3年的自我报告跟踪学生，以收集对连续性和随时间变化的见解。参与者将是青少年10年级、11年级和12年级的学生，他们是白色、黑人、拉丁美洲人和亚裔美国人的混合体。青少年的父母或主要监护人将被纳入研究。最初的样本为256名学生（每性别x族裔群体32名），后来又增加了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学生及其家庭的代表性样本。研究将探讨性别和种族刻板印象之间可能存在的冲突。一个例子是与亚洲人相关的数学能力和与亚洲女性相关的负面性别刻板印象之间的冲突。主要的研究问题是：1）性别和种族如何在学术认同和STEM成就行为中相互作用; 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年级是否稳定。定量分析将侧重于回归分析;然而，也可以使用结构方程模型（SEM）。拟议的研究将提供新的知识和理解的教育，社会和发展心理学，干教育和教育政策的领域，通过发展一个更强的概念化的社会/认知因素负责女孩和少数民族的参与干。该项目将提供早期研究中缺乏的关于有色人种学生态度的数据，以及教育研究人员和政策制定者的出发点，其目标是制定有效的激励策略，以增加有色人种女学生在STEM教育和职业中的参与。 此外，从这项研究中获得的知识是针对这些群体制定课程方案的核心，即，在家长和社区以及科学家和教育工作者中传播针对具体教育问题的方案。PI将指导心理学研究生的研究方法;本科生和女性将在招聘中优先考虑。

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.