AGEP-BPR: An Exploratory Examination of STEM Graduate Programs between the United States and England: Comparative Designs and Patterns for Select Minorities

宾夕法尼亚州立大学将实施一项AGEP扩大STEM教育参与研究项目，题为“美国和英国STEM研究生项目的探索性检查：少数民族的比较设计和模式”。研究人员将对美国和英国少数民族学生参与STEM学科的情况进行为期三年的混合方法探索性比较研究，以了解成功入学、预科和完成STEM研究生学位的重要因素。研究目标是：(1)记录美国和英国大学STEM研究生项目的入学率、入学率和毕业率；(2)识别并比较影响美国非洲裔和西班牙裔学生参与STEM研究生教育的因素，以及影响英国非洲裔英语、加勒比英语和巴基斯坦英语学生参与STEM研究生教育的因素；(3)分析两国的书面和口头大学政策如何影响STEM领域不同人群的入学和学位完成情况；（40）检查政策与学生多样性的各个方面的相互作用，如阶级、性别和种族；(5)阐明两国城市/城市大学在更有效地招募、留住、教育和培养未来的少数族裔STEM专业人才方面的潜在机会；(6)对跨国经验教训进行批判性考察。少数民族学生吗?这可以通过比较分析来收集。该研究以三个概念框架为基础，这些概念框架将为美国和英国大学提供具体国家和跨国课程的基础。最终，该项目将阐明美国城市博士大学可能采取的模式，以促进STEM领域代表性不足群体的政策和项目选择。

Pennsylvania State University will implement an AGEP Broadening Participation Research in STEM Education project entitled "An Exploratory Examination of STEM Graduate Programs between the United States and England: Comparative Designs and Patterns for Select Minorities". Researchers will conduct a three-year mixed methods exploratory comparative study of the participation of minority students in STEM disciplines in the United States (U.S.) and England in order to comprehend salient factors contributing to successful entrance, matriculation, and completion of STEM graduate degrees. The research objectives are to (1) document the enrollment, matriculation and graduation rates of graduate STEM programs in select U.S. and English universities; (2) identify and compare factors impacting the participation in graduate STEM education of African American and Hispanic students in the U.S. to those affecting African English, Caribbean English, and Pakistani English students in England; (3) analyze how written and voiced university policies in the two nations may affect the entrance and degree completions of diverse populations in STEM fields; (40) examine the interaction of policies with various dimensions of student diversity, such as class, gender, and race; (5) articulate the potential opportunities for urban/metropolitan universities in both countries to more effectively recruit, retain, educate, and graduate future minority STEM professionals; and (6) present a critical examination of cross-national lessons regarding ?minority students? that can be gleaned by comparative analyses. The study is undergirded by three conceptual frameworks that will provide the basis for country-specific and cross-national lessons beneficial to U.S. and English universities. Ultimately, the project will elucidate models that U.S. urban doctoral universities might undertake to promote policy and programmatic options for underrepresented groups in STEM fields.