Stereotype Threat Effects and Deaf and Hard of Hearing College Students' Mathematics Problem Solving Performance

刻板印象威胁效应与聋哑大学生数学解题表现

• 批准号: 1420063
• 负责人: Ronald Kelly
• 金额: $ 53.42万
• 依托单位: Rochester Institute of Tech
• 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: 2014-09-01 至 2018-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1420063&HistoricalAwards=false
• 关键词: Stereotype; Threat; Effects; Deaf; Hard

This broadening participation research project will contribute to foundational knowledge about the hidden threats to mathematics performance that undergraduate students who are deaf and hard-of-hearing experience. There is a significant need to determine how to better educate deaf and hard-of-hearing college students in STEM (Science, Technology, Engineering and Mathematics). This group of students represents an untapped potential for contributing to the STEM workforce and for better learning the STEM skills needed to work in our technology-driven society. Deaf individuals represent 3.5% of the eligible workforce in our country, but only 0.8% of deaf undergraduate students major in STEM and less than 0.2% of doctoral recipients in STEM are deaf. It is essential to understand the threats these students experience in college STEM education and, eventually, to implement the appropriate educational practices and interventions that will result in more deaf and hard-of-hearing undergraduate students majoring in STEM and working in STEM fields. Project leaders at Rochester Institute of Technology and the University of Rochester will investigate the nature and existence of negative stereotypes towards deaf and hard-of-hearing college students, and study the impact of stereotype threat on the mathematical problem solving of this student cohort. Using social identity theory as the grounding for their work, the researchers will conduct three studies. The first investigation will involve the use of a modified implicit association task to study the stereotypes of the deaf and hard-of-hearing related to mathematics among both hearing and deaf subjects. The second experimental study will involve testing stereotype threat conditions during performance of mathematics problems involving logic, estimation and actions that inhibit the tendency to perform calculations. The third study will examine how stereotype threat in deaf and hard-of-hearing subjects may degrade working memory as it relates to completing mathematics problems. Results of these studies are expected to be shared with education researchers and the public in professional publications.

这个扩大参与的研究项目将有助于对数学表现的隐藏威胁的基础知识，谁是聋人和听力困难的本科生的经验。 有一个显着的需要，以确定如何更好地教育聋人和重听大学生在STEM（科学，技术，工程和数学）。 这群学生代表了为STEM劳动力做出贡献的未开发潜力，并更好地学习在我们的技术驱动的社会中工作所需的STEM技能。 聋人占我国合格劳动力的3.5%，但只有0.8%的聋人本科生主修STEM，不到0.2%的STEM博士生是聋人。 至关重要的是要了解这些学生在大学STEM教育中遇到的威胁，并最终实施适当的教育实践和干预措施，这将导致更多的聋人和听力障碍本科生主修STEM并在STEM领域工作。罗切斯特理工学院和罗切斯特大学的项目负责人将调查对聋人和重听大学生的负面刻板印象的性质和存在，并研究刻板印象威胁对这一学生群体解决数学问题的影响。 利用社会认同理论作为他们工作的基础，研究人员将进行三项研究。 第一个调查将涉及使用修改后的内隐联想任务，研究聋人和听力障碍者与数学相关的刻板印象。 第二个实验研究将涉及测试刻板印象的威胁条件，在性能的数学问题，涉及逻辑，估计和行动，抑制执行计算的倾向。 第三个研究将探讨刻板印象威胁如何在聋人和听力困难的主题可能会降低工作记忆，因为它涉及到完成数学问题。 这些研究的结果预计将在专业出版物上与教育研究人员和公众分享。