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RUI,SBP: The Impact of Classroom Diversity Philosophies on the STEM Performance of Women and Underrepresented Minority Students

RUI、SBP：课堂多元化理念对女性和代表性不足的少数族裔学生 STEM 表现的影响

基本信息

批准号：
1650290
负责人：
Jessica Good
金额：
$ 40.5万
依托单位：
Davidson College
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2017
资助国家：
美国
起止时间：
2017-05-01 至 2022-04-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1650290&HistoricalAwards=false
关键词：
RUI SBP Impact Classroom Diversity

项目摘要

In the U.S., women and ethnic minorities are underrepresented in STEM. To take advantage of our entire talent pool, this project bridges disciplinary findings in social psychology, education, and the scholarship of teaching and learning to understand student experiences of diversity in the STEM classroom. The research investigates the influence of environmental cues in the STEM classroom on the persistence and performance of women and underrepresented minorities in STEM. There are two main, contrasting diversity philosophies. One, colorblindness, emphasizes similarities between racial groups and promotes assimilation into the predominate culture. The other, multiculturalism, emphasizes differences between racial groups and values unique aspects of racial groups. Both philosophies are purportedly pro-diversity, yet they differentially affect women and students of color. This project innovatively investigates the impact of the use of these two philosophies by instructors in STEM classrooms. The project investigates the effect of these philosophies on feelings of inclusion, motivation to persist in study, and actual classroom performance across science and math classes. The findings of this research will provide evidence-based practices to replace well-intentioned but problematic practices to enhance diversity in STEM. These findings could help to increase the STEM talent pool in the U.S. by increasing the number of people who are included in and persist in the STEM academy.This project tests a model of classroom diversity philosophies that emphasize either colorblind or multiculturalism by STEM instructors, which differently influence the persistence and performance of women and underrepresented minorities in these courses. Five experiments systematically investigate the direct and indirect effects of classroom diversity philosophies on STEM performance among overrepresented and underrepresented students. The experiments investigate the moderating effects of instructor race and gender on student outcomes, as well as the extent to which diversity content is integrated into the course. This project also examines mechanisms that lead to student outcomes including their perceptions of instructor attitudes and behaviors and the overall classroom climate. The experiments will employ simulated online learning environments to test the impact of diversity philosophies, controlling for individual differences in instructor characteristics. The findings of this research can inform the development of evidence-based best practices to increase persistence and performance of women and underrepresented minorities in STEM disciplines, which will expand the U.S. talent pool.

在美国，妇女和少数民族在STEM中的代表性不足。为了充分利用我们的整个人才库，该项目将社会心理学，教育学和教学奖学金的学科研究结果联系起来，以了解学生在STEM课堂上的多样性体验。该研究调查了STEM课堂环境线索对STEM中女性和代表性不足的少数民族的持久性和表现的影响。有两种主要的、相互对立的多样性哲学。一种是色盲，强调种族群体之间的相似性，并促进同化到占主导地位的文化。另一种是多元文化主义，强调种族群体之间的差异，重视种族群体的独特方面。据称，这两种哲学都是支持多样性的，但它们对女性和有色人种学生的影响不同。该项目创新性地调查了教师在STEM课堂上使用这两种哲学的影响。该项目调查了这些哲学对包容感，坚持学习的动机以及科学和数学课程的实际课堂表现的影响。这项研究的结果将提供以证据为基础的做法，以取代善意但有问题的做法，以增强STEM的多样性。这些发现可能有助于增加美国的STEM人才库，增加被纳入STEM学院并坚持学习的人数。该项目测试了一种课堂多样性哲学模型，该模型强调STEM教师的色盲或多元文化主义，这对女性和代表性不足的少数民族在这些课程中的持续性和表现产生了不同的影响。五个实验系统地研究了课堂多样性哲学对代表性过高和代表性不足的学生的STEM表现的直接和间接影响。实验研究了教师种族和性别对学生成绩的调节作用，以及多样性内容融入课程的程度。本项目还研究了导致学生成果的机制，包括他们对教师态度和行为以及整体课堂气氛的看法。实验将采用模拟在线学习环境来测试多样性哲学的影响，控制教师特征的个体差异。这项研究的结果可以为基于证据的最佳实践的发展提供信息，以提高妇女和代表性不足的少数民族在STEM学科中的持久性和表现，这将扩大美国人才库。