The Role of Academic Achievement and Social Inclusion in Broadening STEM Participation: Intended and Actual Attainment at the Intersection of Gender and Race/Ethnicity

学术成就和社会包容在扩大 STEM 参与中的作用：性别和种族/民族交叉点的预期和实际成就

• 批准号: 1348819
• 负责人: Catherine Riegle-Crumb
• 金额: $ 98.52万
• 依托单位: University of Texas at Austin
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-06-01 至 2020-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1348819&HistoricalAwards=false
• 关键词: Role; Academic; Achievement; Social; Inclusion

This study makes a major contribution to the literature on disparities in science, technology, engineering and mathematics (STEM) education by providing new information about the STEM trajectories of boys and girls from various racial/ethnic subgroups from middle school through the end of college. Using five comprehensive, large-scale and longitudinal datasets, researchers from the University of Texas at Austin will examine differences between subgroups in intended as well as actual STEM attainment and investigate how patterns of academic achievement and social inclusion contribute to those differences. Three of the five datasets are nationally representative samples while the other two were collected in Texas and include large sample populations of Hispanic students. Separately the five datasets provide the opportunity to examine certain unique measures of academic achievement and social inclusion; collectively they provide the chance to investigate STEM trajectories at the intersection of race/ethnicity and gender from the 6th grade to the end of college. Special attention will be paid to the experiences of minority girls/women and minority boys/men to gain a more comprehensive and comparative picture of contemporary patterns of inequality.The analysis focuses on two research aims: 1) to examine how academic achievement and social inclusion contribute to differences in intended STEM attainment during middle and high school by gender and racial/ethnic subgroup; and 2) to examine how academic achievement and social inclusion contribute to differences in actual STEM attainment during college by gender and racial/ethnic subgroup. Statistical analyses include models using logistic and multinomial logistic regression and multi-level models to examine school or classroom level effects. Intended STEM attainment is measured using the answers to various survey questions about desired occupation and comparing the relative preferences with non-STEM occupations. Academic achievement is measured using grades, test scores and course-taking. Social inclusion is measured using answers to questions about perceived peer and teacher support and perceived equitable treatment. The framework of the study is grounded in theories of intersectionality that focus on the intersection of gender and race/ethnicity and the multiple jeopardy that may apply when one is a member of two different groups with relatively lower status. This analysis uses large-scale data to explicitly address the experiences of different groups and to uncover patterns that may affirm this jeopardy or identify instances of resiliency when students succeed in educational environments.The ultimate goal of the project is to broaden STEM participation by contributing new knowledge about the factors that promote or impede the retention and attainment of women and minority youth in STEM fields. Findings will be presented at academic and policy-related conferences, published in top-tier peer-reviewed journals in education and sociology, and distributed through press releases to local and national media outlets to reach a broad public audience. The research team will also use their extant relationships with national teacher professional development programs to communicate research findings to key audiences of primary and secondary teachers across the country. Additionally, the project is working to broaden participation through the recruitment and training of women and minority doctoral students in the fields of STEM education and sociology. The diverse perspectives of these students, coupled with the rigorous analytical training they will receive, are critical for preparing future generations of academic researchers to study STEM equality.

这项研究提供了来自不同种族/族裔群体的男孩和女孩从初中到大学毕业的 STEM 轨迹的新信息，为有关科学、技术、工程和数学 (STEM) 教育差异的文献做出了重大贡献。德克萨斯大学奥斯汀分校的研究人员将使用五个全面、大规模的纵向数据集，研究亚组之间在预期和实际 STEM 成就方面的差异，并调查学术成就和社会包容模式如何导致这些差异。五个数据集中的三个是全国代表性样本，另外两个是在德克萨斯州收集的，包括西班牙裔学生的大量样本。这五个数据集分别提供了研究学术成就和社会包容性的某些独特衡量标准的机会；总的来说，它们提供了研究从六年级到大学毕业期间种族/民族和性别交叉点的 STEM 轨迹的机会。将特别关注少数族裔女孩/妇女和少数族裔男孩/男子的经历，以便更全面和比较地了解当代的不平等模式。分析重点关注两个研究目标：1）研究学业成绩和社会包容性如何影响初中和高中期间按性别和种族/族裔亚组划分的预期 STEM 成就的差异； 2) 研究学术成就和社会包容性如何影响大学期间按性别和种族/族裔亚组划分的实际 STEM 成就的差异。统计分析包括使用逻辑回归和多项逻辑回归的模型以及用于检查学校或课堂水平影响的多级模型。预期的 STEM 成就是通过对有关所需职业的各种调查问题的答案以及与非 STEM 职业的相对偏好进行比较来衡量的。学术成就是通过成绩、考试成绩和课程成绩来衡量的。社会包容性是通过回答关于感知到的同伴和教师支持以及感知到的公平待遇的问题来衡量的。该研究的框架基于交叉理论，该理论侧重于性别和种族/民族的交叉，以及当一个人属于两个地位相对较低的不同群体的成员时可能适用的多重危险。该分析使用大规模数据来明确阐述不同群体的经历，并揭示可能证实这种危险的模式，或识别学生在教育环境中取得成功时的弹性实例。该项目的最终目标是通过提供关于促进或阻碍妇女和少数族裔青年在 STEM 领域保留和取得成就的因素的新知识来扩大 STEM 参与。研究结果将在学术和政策相关会议上公布，在教育和社会学领域的顶级同行评审期刊上发表，并通过新闻稿向地方和国家媒体分发，以吸引广大公众。研究团队还将利用与国家教师专业发展计划的现有关系，向全国中小学教师的主要受众传达研究成果。此外，该项目还致力于通过招募和培训 STEM 教育和社会学领域的女性和少数民族博士生来扩大参与范围。这些学生的不同观点，加上他们将接受的严格分析训练，对于下一代学术研究人员研究 STEM 平等至关重要。