A Synthesis of Social Science Research About the Relationship of K-12 Race, SES, and Immigrant Status School Diversity to Two- and Four-Year College STEM Outcomes

关于 K-12 种族、SES 和移民身份学校多样性与两年制和四年制大学 STEM 成果之间关系的社会科学研究综述

• 批准号: 1535431
• 负责人: Roslyn Mickelson
• 金额: $ 26.05万
• 依托单位: University of North Carolina at Charlotte
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-10-01 至 2018-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1535431&HistoricalAwards=false
• 关键词: Synthesis; Social; Science; Research; About

This proposal was submitted in response to EHR Core Research (ECR) program announcement NSF 15-509. As part of ECR, this project is funded by the Research on Gender in Science and Engineering (GSE) program. GSE seeks to understand and address gender-based differences in science, technology, engineering and mathematics (STEM) education and workforce participation through education and implementation research that will lead to a larger and more diverse domestic STEM workforce. The proposed research will support the survey and synthesis of the social, educational, and behavioral science literatures regarding the relationship of K-12 diversity to STEM outcomes in two and four-year colleges. Findings from the resulting narrative syntheses, vote-counting and meta-regression analyses will contribute to enhancing the educational infrastructure necessary to diminish gaps in US students' STEM performance and developing a globally competitive STEM workforce. Gaining insight into trajectories to college STEM success among underserved populations is particularly important because youths from these backgrounds continue to lag in their participation in STEM and they are growing as a percent of the US student population. The results of these syntheses will promote learning in STEM, the narrowing of many extant K-16 gaps in STEM outcomes, the improvement of articulation agreements between community colleges and four-year institutions so that transfer students are more likely to succeed in STEM once they matriculate to the latter, and the preparation of students as productive workers in the globalizing economy. It will also stimulate future research by developing a theoretical model of K-12 diversity's mechanisms with respect to two- and four-year college STEM outcomes.Most basic research and policy studies about college STEM outcomes investigate the roles of student, family, and teacher characteristics, or the influences of pedagogy and curricula on STEM outcomes. This study will focus on the organizational characteristics of K-12 schools and classrooms in conjunction with the former set of factors. The syntheses have the potential to illuminate the relationship of variations in organizational characteristics of K-12 schools on college STEM outcomes, especially among underserved student populations. First, the syntheses will summarize the relationship of race/ethnic, socio-economic status, and immigrant diversity in K-12 schools and classrooms to STEM outcomes in higher education, paying attention to variations in the relationships by student subpopulations. Second, the researchers will investigate higher education outcomes at both two- and four-year institutions, and the transitions to them, and thereby capture the dynamics of the full STEM educational pipeline, particularly given the critical role of community college transfer options for underserved college students. The focus on two-year institutions is important due to the growing interest in how community colleges can contribute to creating a larger pool of STEM workers. Third, the study will identify and synthesize research about populations currently insufficiently discussed in the literature: Latinos/as, Asians, immigrants, and low-income students. Fourth, the syntheses will permit the development of a much-needed testable theoretical model that accounts for school and classroom compositional effects on STEM outcomes in two- and four-year colleges for all student populations. Finally, the results of this project will be a public resource that could contribute to the advancement of STEM teaching, learning, and participation, through the Spivack Archive, an extant searchable electronic database that presently holds abstracts of 550 research studies about the relationship of K-12 socio-economic status and racial composition to K-12 outcomes. The award will enable the researchers to add studies of higher education outcomes related to STEM to this archive.

该提案是针对电子病历核心研究(ECR)计划公告NSF 15-509而提交的。作为ECR的一部分，该项目由科学与工程性别研究(GSE)计划资助。GSE寻求通过教育和实施研究了解和解决科学、技术、工程和数学(STEM)教育和劳动力参与方面的性别差异，这将导致更多和更多样化的国内STEM劳动力。这项拟议的研究将支持社会、教育和行为科学文献的调查和综合，这些文献涉及K-12多样性与两年制和四年制大学STEM结果的关系。由此产生的叙事合成、计票和元回归分析的结果将有助于加强必要的教育基础设施，以缩小美国学生STEM成绩的差距，并发展一支具有全球竞争力的STEM劳动力队伍。在服务不足的人群中洞察大学STEM成功的轨迹尤为重要，因为来自这些背景的年轻人在参与STEM方面仍然落后，他们在美国学生人口中所占的百分比正在增长。这些综合的结果将促进STEM的学习，缩小STEM成绩中许多现有的K-16阶段的差距，改善社区学院与四年制院校之间的衔接协议，以便转学学生一旦被后者录取，就更有可能在STEM取得成功，并为学生在全球化经济中成为生产性工人做好准备。它还将通过建立一个关于两年和四年制大学STEM结果的K-12多样性机制的理论模型来刺激未来的研究。大多数关于大学STEM结果的基础研究和政策研究都调查了学生、家庭和教师特征的作用，或者教育学和课程对STEM结果的影响。本研究将重点探讨K-12学校和教室的组织特征，并结合前一套因素进行研究。这些综合有可能阐明K-12学校组织特征的差异对大学STEM结果的影响，特别是在服务不足的学生群体中。首先，综合报告将总结K-12学校和教室的种族/民族、社会经济地位和移民多样性与高等教育STEM结果的关系，并关注学生亚群之间关系的变化。其次，研究人员将调查两年制和四年制院校的高等教育成果以及向它们的过渡，从而捕捉整个STEM教育渠道的动态，特别是考虑到社区大学转学选择对服务不足的大学生的关键作用。对两年制院校的关注是重要的，因为人们对社区大学如何能够为培养更多的STEM工人做出贡献的兴趣日益浓厚。第三，这项研究将确定和综合关于目前文献中未充分讨论的人群的研究：拉丁裔/亚裔、亚洲人、移民和低收入学生。第四，这些综合将允许开发一个亟需的可检验的理论模型，该模型解释了学校和课堂结构对两年制和四年制大学所有学生群体的STEM结果的影响。最后，该项目的成果将成为一个公共资源，有助于通过Spivack档案促进STEM的教学、学习和参与，Spivack档案是一个现有的可搜索电子数据库，目前保存着关于K-12社会经济地位和种族构成与K-12结果关系的550项研究摘要。该奖项将使研究人员能够将与STEM相关的高等教育成果研究添加到这个档案中。