GSE/RES: Gender Equity in Afterschool Computer Science

GSE/RES：课后计算机科学中的性别平等

• 批准号: 1232461
• 负责人: Melissa Koch
• 金额: $ 52.45万
• 依托单位: SRI International
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-09-15 至 2016-02-29
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1232461&HistoricalAwards=false
• 关键词: GSE; RES; Gender; Equity; Afterschool

AbstractSRI International and the California School-Age Consortium seek to explore whether computer science afterschool activities in single-sex settings are more effective than computer science afterschool activities in co-ed settings. The research involves 25 after school sites, each with approximately 30 minority girls and boys randomly assigned to a single-sex male environment, single-sex female environment, or coeducational environment. The PI uses the Build IT curriculum developed with prior NSF funding in all three research conditions based on the high impact and appeal of the Build IT units to engage girls and boys in scientific discovery. The PI approaches this work by paying close attention to and use of culturally relevant instructional materials, providing role models, addressing stereotype threats, encouraging effort-focused mindsets, and training in equity for staff. The research questions are (1) Does a computing curriculum that was effective for African American and Latina girls in an afterschool organization focused on serving girls have equal benefits for girls when grouped in a single-sex or coed environment? (2) Do boys benefit from the curriculum and, if so, do they benefit more from single-sex or coed environments? (3) What individual differences the backgrounds (e.g. parental support, cultural stereotypes) of boys and girls; characteristics (e.g. gender, race, culture), and technology experiences prior to program, regardless of setting impact attitudes towards and understanding of computer science? (4) To what extent do facilitators implement gender-equitable practices and which of these practices inhibit or promote the interest of girls and boys in and understanding of computer science?The PI employs a rigorous experimental design that uses Eccles' expectancy-value model as the theoretical framework. Eccles' expectancy-value model assesses attitudinal changes and conceptual understandings as well as encourages African American and Latina students to pursue STEM learning and careers. It describes how key socializers such as parents, teachers, peers, role models, and afterschool facilitators can shape the attitudes of girls and boys toward their future success. It also highlights the support youth need to see STEM as part of their identity to pursue STEM goals. A train-the-trainer approach to professional development supports 25 facilitators and their managers on the use of the Build IT curriculum. All trainers, facilitators, and managers participate in Build IT professional development offerings that include strategies for working with boys and girls in the various environments. The intervention allows low SES students to build information technology fluency through design and exploration of IT careers, become more innovative with technology as entrepreneurial environmental engineers, and delve in computational thinking. The expected outcome is that this research will shed light on when single-sex and coeducation works and for whom.

tsri国际和加州学龄儿童联合会试图探索在单性别环境下的计算机科学课后活动是否比在男女混合环境下的计算机科学课后活动更有效。这项研究涉及25个放学后的地点，每个地点大约有30名少数民族男孩和女孩被随机分配到单一性别的男性环境、单一性别的女性环境或男女同校的环境。基于构建IT单元的高影响力和吸引力，PI在所有三种研究条件下使用由NSF先前资助开发的构建IT课程，以吸引女孩和男孩参与科学发现。PI通过密切关注和使用与文化相关的教学材料，提供榜样，解决刻板印象威胁，鼓励以努力为中心的心态，以及对员工进行公平培训来开展这项工作。研究的问题是：(1)在一个专注于为女孩服务的课外组织中，对非洲裔美国人和拉丁裔女孩有效的计算机课程是否对在单性别或男女混合环境中分组的女孩有同样的好处？(2)男孩是否从课程中受益，如果是，他们是否从单性别或男女混合的环境中受益更多？(3)男孩和女孩的个体背景差异（如父母支持、文化刻板印象）；特征（如性别、种族、文化）和编程前的技术经验，是否会影响对计算机科学的态度和理解？(4)辅导员在多大程度上实施了性别平等的做法，这些做法中哪些抑制或促进了女孩和男孩对计算机科学的兴趣和理解？PI采用严格的实验设计，以埃克尔斯的期望值模型作为理论框架。埃克尔斯的期望值模型评估了态度变化和概念理解，并鼓励非裔美国人和拉丁裔学生追求STEM学习和职业。它描述了关键的社交者，如父母、老师、同伴、榜样和课后辅导员如何塑造女孩和男孩对未来成功的态度。它还强调了支持青年将STEM视为其追求STEM目标的身份的一部分。在专业发展方面，“培训培训师”的方法为25名教导员及其管理人员提供了使用“建立资讯科技”课程的支持。所有培训师、促进者和管理人员都参与Build IT专业开发产品，其中包括在各种环境中与男孩和女孩一起工作的策略。这种干预可以让低社会经济地位的学生通过设计和探索IT职业来建立信息技术的流畅性，成为更具创新精神的创业环境工程师，并深入研究计算思维。预期的结果是，这项研究将揭示单性别和男女混合教育何时起作用，以及对谁起作用。