RACE-GENDER TRAJECTORIES IN ENGINEERING: THE ROLE OF SOCIAL CONTROL ACROSS NEIGHBORHOOD AND SCHOOL CONTEXTS

要满足美国对更多、更多样化的科技劳动力的需求，就需要对学校和社区环境如何影响个人的职业发展轨迹有新的了解。研究尚未探索，在这些环境中，对社会控制的高度重视是否提供了一种与培养青少年的创新思维和创造力背道而驰的氛围，而创新思维和创造力被认为是青少年在工程科学中取得成功的关键因素。这类研究将有助于确定：1)学校和社区维度与在工程道路关键节点上代表性不足的人口的处置和轨迹最相关，以及2)那种教育改革和社区计划将有助于学生为中学做准备，在中学后坚持在领域中，并最终进入工程专业。为了支持这些重要目标，本研究将先进的统计方法应用于ELS数据集，以回答以下问题：1.现有研究中的哪些背景结构、过程和影响与种族-性别群体的工程职业成就最相关？2.学校和社区社会控制策略是否与中学准备阶段的种族-性别轨迹、中学后持久性、进入工程行业呢？3.种族性别群体的工程职业发展轨迹有更大的差异是因为他们所在的社区或学校的背景吗？4.对于几乎相同的种族性别群体的工程职业生涯轨迹，如果他们在社区和学校中受到或多或少的限制性社会控制方法的影响不同，可以做出什么样的因果推断？这项研究的变革潜力在于它能够填补我们工程劳动力发展中的多个空白，并扩大参与的知识库。识别与种族性别群体进入工程科学专业的可能性相关的社区和学校质量，有助于了解学校和非学校环境作为工程职业发展场所的具体知识。这个项目考虑的是，社会对社会控制和秩序的追求是否在这两种情况下建立了一种与培养青少年对工程的兴趣相反的氛围。有色人种青年，特别是非洲裔美国人和拉美裔男性，最有可能受到惩罚性的社会控制策略的影响，因此可能变得不太可能进入工程领域。为了探索这些可能性，本项目使用系统的文献回顾程序和创新的量化方法来调查2002年教育纵向研究(ELS)参与者的纵向职业轨迹。这项研究使用社会控制、交叉性和地位获得理论来框架估计职业发展关键阶段的种族-性别轨迹。这项研究符合国家科学基金会的优先事项和国家呼吁，扩大历史上代表性不足的群体在其职业发展的所有阶段的参与。关于社区和学校背景下种族性别群体工程经验的研究结果将揭示投资和改革可以扩大工程职业机会和兴趣的领域。这项研究的政策相关性很大，将使决策者和实践者了解以前隐藏在社会控制战略的未调查影响中的工程领域的人力资本成本。这项研究将为学校提供潜在的变革性建议，如果这些建议被采纳，将使包容性学习环境能够与广泛的工程机会保持一致。

Meeting the nation's need for a larger, more diverse scientific and technological workforce requires new knowledge about how school and neighborhood contexts shape individuals' career trajectories. Research has yet to explore whether a heightened emphasis on social control in these environments provides a climate antithetical to the cultivation of adolescents' innovative thinking and creativity, attributes that are considered essential to their success in the engineering sciences. Research of this kind will be useful in identifying: 1) the school and neighborhood dimensions most strongly related to the dispositions and trajectories of underrepresented populations at key junctures of engineering pathways, and 2) the kind of educational reforms and neighborhood programs that will aid students' secondary school preparation, post-secondary persistence in the fields, and eventual entry into the engineering professions. In support of these important aims, this research applies advanced statistical methods to the ELS dataset to answer the following questions: 1. What contextual structures, processes and effects in existing research are most related to race-gender groups' occupational attainment in engineering?2. Are school and neighborhood social control strategies related to race-gender trajectories in secondary school preparation, post-secondary persistence, and entry into the engineering workforce? 3. Is more variation in race-gender groups' engineering career trajectories accounted for by their neighborhood or school context? 4. What causal inferences can be made about the engineering career trajectories of nearly identical race-gender groups that differ in their exposure to more or less restrictive methods of social control within neighborhoods and schools?The transformative potential of this study extends from its capacity to fill multiple voids in our engineering workforce development and broadening participation knowledge base. Identifying neighborhood and school qualities associated with race-gender groups' likelihood of entering engineering science professions contributes specific knowledge about school and non-school contexts as sites of engineering career development. This project considers whether society's pursuit of social control and order establishes a climate within both contexts that is antithetical to the cultivation of adolescents' interest in engineering. Youth of color, African American and Latino males in particular, are most likely to be exposed to punitive social control strategies, and may become less likely to enter the engineering field as a consequence. To explore these possibilities, this project uses systematic literature review procedures and innovative quantitative methods to investigate the longitudinal career trajectories of participants in the Educational Longitudinal Study (ELS) of 2002. The research uses social control, intersectionality, and status attainment theories to frame the estimation of race-gender trajectories at critical stages of career development. This study aligns with NSF priorities and national calls to broaden the participation of historically underrepresented groups at all stages of their career development. Study results about the engineering experiences of race-gender groups within neighborhood and school contexts will reveal areas where investment and reforms can expand access and interest in engineering careers. The policy relevance of this research is significant and will inform decision-makers and practitioners about the human capital cost to engineering fields previously hidden in the uninvestigated effects of social control strategies. This study will offer potentially transformative recommendations for schools that, if adopted, would enable the replication of inclusive learning environments that align with expansive engineering opportunities.