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

工程中的种族性别轨迹:跨社区和学校环境的社会控制的作用

基本信息

  • 批准号:
    1619843
  • 负责人:
  • 金额:
    $ 61.72万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
    Standard Grant
  • 财政年份:
    2016
  • 资助国家:
    美国
  • 起止时间:
    2016-06-01 至 2020-05-31
  • 项目状态:
    已结题

项目摘要

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.
满足国家对更大,更多样化的科学和技术劳动力的需求需要有关学校和社区环境如何塑造个人职业轨迹的新知识。研究尚未探讨在这些环境中高度强调社会控制是否提供了一种与培养青少年创新思维和创造力相对立的气氛,这些属性被认为是他们在工程科学中取得成功的关键。这种研究将是有用的,在确定:1)学校和邻里维度最强烈相关的处置和轨迹的代表性不足的人口在工程途径的关键路口,和2)的教育改革和邻里计划,这将有助于学生的中学准备,中学后坚持在该领域,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.在现有的研究中,什么样的背景结构、过程和效果与种族性别群体在工程领域的职业成就最相关?2.学校和社区的社会控制策略是否与中学准备、中学后的持续性和进入工程劳动力市场的种族性别轨迹有关?3.种族-性别群体的工程职业轨迹的更多变化是由他们的社区或学校环境造成的吗?4.对于几乎相同的种族-性别群体的工程职业轨迹,可以做出什么样的因果推论?这些群体在社区和学校内受到或多或少的限制性社会控制方法的影响不同。这项研究的变革潜力,从它的能力,以填补我们的工程劳动力发展和扩大参与知识基础的多个空白延伸。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素质,有助于对学校和非学校环境的工程职业发展的网站的具体知识。本项目考虑社会对社会控制和秩序的追求是否在这两种背景下建立了一种与培养青少年对工程的兴趣相对立的气氛。有色人种青年,特别是非洲裔美国人和拉丁裔男性,最有可能受到惩罚性社会控制策略的影响,因此可能不太可能进入工程领域。为了探索这些可能性,本项目采用系统的文献综述程序和创新的定量方法,调查纵向职业轨迹的参与者在2002年的教育纵向研究(ELS)。该研究使用社会控制,交叉性和地位获得理论来框架职业发展的关键阶段的种族-性别轨迹的估计。这项研究符合NSF的优先事项和国家呼吁,以扩大历史上代表性不足的群体在其职业发展的各个阶段的参与。关于社区和学校环境中种族性别群体的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的机会和兴趣的领域。这项研究的政策相关性是显着的,并将告知决策者和从业人员的人力资本成本工程领域以前隐藏在未经调查的社会控制策略的影响。这项研究将为学校提供潜在的变革性建议,如果采用,将能够复制与广泛的工程机会相一致的包容性学习环境。

项目成果

期刊论文数量(4)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
School Discipline, Race–Gender and STEM Readiness: A Hierarchical Analysis of the Impact of School Discipline on Math Achievement in High School
学校纪律、种族性别和 STEM 准备情况:学校纪律对高中数学成绩影响的分层分析
  • DOI:
    10.1007/s11256-019-00513-6
  • 发表时间:
    2020
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Ibrahim, Habiba;Johnson, Odis
  • 通讯作者:
    Johnson, Odis
The Influence Parent Socialization and School Environment has on African-American Adolescent Males’ Mathematics Self-Efficacy and Engineering Career Trajectory
父母社会化和学校环境对非裔美国青少年男性的影响——数学自我效能感和工程职业轨迹
  • DOI:
    10.1109/fie.2018.8658772
  • 发表时间:
    2018
  • 期刊:
  • 影响因子:
    2.3
  • 作者:
    Barnes, David L.;Johnson, Odis
  • 通讯作者:
    Johnson, Odis
Disparate Impacts: Balancing the Need for Safe Schools With Racial Equity in Discipline
不同的影响:平衡安全学校的需求与纪律中的种族平等
Impact of In-School Suspension on Black Girls’ Math Course-Taking in High School
校内停课对黑人女孩高中数学课程的影响
  • DOI:
    10.3390/socsci10070272
  • 发表时间:
    2021
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Ibrahim, Habiba;Barnes, David L.;Butler-Barnes, Sheretta T.;Johnson, Odis
  • 通讯作者:
    Johnson, Odis
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Odis Johnson其他文献

Is Concentrated Advantage the Cause? The Relative Contributions of Neighborhood Advantage and Disadvantage to Educational Inequality
集中优势是原因吗?
  • DOI:
  • 发表时间:
    2013
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Odis Johnson
  • 通讯作者:
    Odis Johnson
Ecology in Educational Theory: Thoughts on Stratification, Social Mobility & Proximal Capital
教育理论中的生态学:关于分层、社会流动性的思考
  • DOI:
  • 发表时间:
    2008
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Odis Johnson
  • 通讯作者:
    Odis Johnson
A Systematic Review of Neighborhood and Institutional Relationships Related to Education
与教育相关的邻里关系和机构关系的系统回顾
  • DOI:
    10.1177/0013124510392779
  • 发表时间:
    2012
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Odis Johnson
  • 通讯作者:
    Odis Johnson
Responding to School Violence: Confronting the Columbine Effect
应对校园暴力:面对哥伦拜恩效应
  • DOI:
  • 发表时间:
    2015
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Odis Johnson
  • 通讯作者:
    Odis Johnson
Infrastructure of social control: A multi-level counterfactual analysis of surveillance and black education
社会控制的基础设施:监视和黑人教育的多层次反事实分析
  • DOI:
  • 发表时间:
    2022
  • 期刊:
  • 影响因子:
    5.5
  • 作者:
    Odis Johnson;Jason Jabbari
  • 通讯作者:
    Jason Jabbari

Odis Johnson的其他文献

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{{ truncateString('Odis Johnson', 18)}}的其他基金

Critical Data Science Methods to Broaden Capacity in STEM Education Research
扩大 STEM 教育研究能力的关键数据科学方法
  • 批准号:
    2321179
  • 财政年份:
    2024
  • 资助金额:
    $ 61.72万
  • 项目类别:
    Standard Grant
Institute in Critical Quantitative, Computational, and Mixed Methods Training For Underrepresented Scholars
为代表性不足的学者提供关键定量、计算和混合方法培训的学院
  • 批准号:
    2133982
  • 财政年份:
    2021
  • 资助金额:
    $ 61.72万
  • 项目类别:
    Standard Grant
Exploring ways to use national datasets to promote broader participation of race-gender groups in STEM
探索利用国家数据集促进种族性别群体更广泛参与 STEM 的方法
  • 批准号:
    2138037
  • 财政年份:
    2021
  • 资助金额:
    $ 61.72万
  • 项目类别:
    Standard Grant
Institute in Critical Quantitative, Computational, and Mixed Methods Training For Underrepresented Scholars
为代表性不足的学者提供关键定量、计算和混合方法培训的学院
  • 批准号:
    1937687
  • 财政年份:
    2020
  • 资助金额:
    $ 61.72万
  • 项目类别:
    Standard Grant
Exploring ways to use national datasets to promote broader participation of race-gender groups in STEM
探索利用国家数据集促进种族性别群体更广泛参与 STEM 的方法
  • 批准号:
    1800199
  • 财政年份:
    2018
  • 资助金额:
    $ 61.72万
  • 项目类别:
    Standard Grant

相似国自然基金

基于Gender的组织行为与管理理论研究
  • 批准号:
    70071027
  • 批准年份:
    2000
  • 资助金额:
    13.0 万元
  • 项目类别:
    面上项目

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Influence of Race, Gender, Rurality, and Dyadic Health on Symptom Trajectories in Persons with Advanced Heart Failure
种族、性别、农村和二元健康对晚期心力衰竭患者症状轨迹的影响
  • 批准号:
    9905906
  • 财政年份:
    2020
  • 资助金额:
    $ 61.72万
  • 项目类别:
Influence of Race, Gender, Rurality, and Dyadic Health on Symptom Trajectories in Persons with Advanced Heart Failure
种族、性别、农村和二元健康对晚期心力衰竭患者症状轨迹的影响
  • 批准号:
    10058211
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Gender and Developmental Trajectories to Adolescent Substance Use and Sexual Risk Behavior
青少年药物使用和性危险行为的性别和发展轨迹
  • 批准号:
    9380701
  • 财政年份:
    2017
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Gender-Specific Trajectories of Risk Behavior: Substance Abuse and Delinquency
特定性别的危险行为轨迹:药物滥用和犯罪
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Divergent trajectories: A longitudinal study of organizational and departmental factors leading to gender and race differences in STEM faculty advancement, pay, and persistence
不同的轨迹:对导致 STEM 教员晋升、薪酬和持久性方面性别和种族差异的组织和部门因素的纵向研究
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特定性别的危险行为轨迹:药物滥用和犯罪
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    2011
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Developmental trajectories of depressive symptoms from late childhood to early adolescence: impact of gender, puberty and adversity.
从童年晚期到青春期早期抑郁症状的发展轨迹:性别、青春期和逆境的影响。
  • 批准号:
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Gender differences in problem drinking trajectories
问题饮酒轨迹的性别差异
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    $ 61.72万
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Gender differences in problem drinking trajectories
问题饮酒轨迹的性别差异
  • 批准号:
    7141924
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    2006
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Wage Trajectories in Occupations Segregated by Gender and Race
按性别和种族划分的职业的工资轨迹
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    9422236
  • 财政年份:
    1995
  • 资助金额:
    $ 61.72万
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