African American Adolescents' Daily Engagement at the High School Transition: Contributions of Classroom Experiences and Racial and Gender Identity and Stereotypes

非裔美国青少年在高中过渡期间的日常参与：课堂经验以及种族和性别认同和刻板印象的贡献

• 批准号: 1714931
• 负责人: Olivenne Skinner
• 金额: $ 13.8万
• 依托单位: Skinner Olivenne D
• 依托单位国家: 美国
• 项目类别: Fellowship Award
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-07-01 至 2019-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1714931&HistoricalAwards=false
• 关键词: African; American; Adolescents; Daily; Engagement

This award was provided as part of NSF's Social, Behavioral and Economic Sciences Postdoctoral Research Fellowships (SPRF) program. The goal of the SPRF program is to prepare promising, early career doctoral-level scientists for scientific careers in academia, industry or private sector, and government. SPRF awards involve two years of training under the sponsorship of established scientists and encourage Postdoctoral Fellows to perform independent research. NSF seeks to promote the participation of scientists from all segments of the scientific community, including those from underrepresented groups, in its research programs and activities; the postdoctoral period is considered to be an important level of professional development in attaining this goal. Each Postdoctoral Fellow must address important scientific questions that advance their respective disciplinary fields. Academic engagement is related to academic achievement and other indicators of success in life, but there are noticeable declines in academic engagement across adolescence. Understanding academic engagement among African American youth is particularly important because, as group, they are at risk for not reaching their full academic potential. The purpose of this project is to contribute to theory and knowledge on academic engagement among African American adolescents. Specifically, this work seeks to illuminate the processes through which and conditions under which youth?s classroom experiences are related to positive academic engagement for two gendered academic domains: math and English. In addition to knowledge contributions, the study also incorporates several methodological innovations and will provide research training opportunities for minority and first generation undergraduates who are interested in psychological research with minority populations. According to self-determination theory (SDT), when youth experience autonomy, competence, and relatedness in school, they also exhibit stronger academic engagement. Thus, understanding African American youth?s classroom experiences is a critical step toward promoting their academic engagement. Most prior research on SDT has operated with the assumption that these processes are universal, and an important step is to identify characteristics of African American youth that may play a role in the links between self-determination processes and academic engagement. Further, academic subjects are gendered, with STEM subjects marked as stereotypically masculine and verbal domains as feminine, a pattern that also highlights the importance of moving beyond an assumption of universality to study self-determination processes in the context of specific subject matter. Finally, this study departs from the focus of prior research on individual differences in self-determination experiences and achievement in its effort to capture the dynamic nature of within-individual processes across time and contexts.During the training period, the fellow will use a daily diary method to test links between day-to-day variations in African American youth?s classroom experiences of autonomy, competence, and relatedness in math and English classes and corresponding within-person variations in youth?s behavioral, cognitive, and emotional engagement and academic achievement. Moving beyond universalistic approaches and using an ethnic homogeneous design to capture sources of variation among African American youth, results will add to research on academic achievement, an area in which many adolescents are failing to reach their full potential. By focusing on both race and gender, the fellow aims to contribute to understanding of how these social categories may intersect for African American youth in ways that have implications for self-determination processes and academic outcomes. Finally, a daily diary design will provide novel insights into youth's academic engagement by documenting how it varies as a function of daily classroom experiences, youth characteristics, and context (math versus English class) and how it is linked to longer-term academic outcomes like course grades.

该奖项是 NSF 社会、行为和经济科学博士后研究奖学金 (SPRF) 计划的一部分。 SPRF 项目的目标是为学术界、工业界或私营部门以及政府的科学职业培养有前途的早期职业博士级科学家。 SPRF 奖项包括在知名科学家的赞助下进行两年的培训，并鼓励博士后研究员进行独立研究。 NSF 致力于促进科学界各个领域的科学家（包括来自代表性不足群体的科学家）参与其研究计划和活动；博士后时期被认为是实现这一目标的重要专业发展阶段。每个博士后研究员必须解决推动各自学科领域发展的重要科学问题。学术参与度与学业成绩和其他人生成功指标相关，但青春期的学术参与度明显下降。了解非裔美国青年的学术参与度尤为重要，因为作为一个群体，他们面临着无法充分发挥学术潜力的风险。该项目的目的是为非裔美国青少年学术参与的理论和知识做出贡献。具体来说，这项工作旨在阐明青少年课堂体验与数学和英语这两个性别学术领域的积极学术参与相关的过程和条件。除了知识贡献外，该研究还融入了多项方法创新，将为对少数群体心理学研究感兴趣的少数群体和第一代本科生提供研究培训机会。根据自决理论（SDT），当青少年在学校体验到自主性、能力和关联性时，他们也会表现出更强的学术参与度。因此，了解非裔美国青少年的课堂经历是促进他们学术参与的关键一步。大多数先前关于特殊和差别待遇的研究都是假设这些过程是普遍存在的，一个重要的步骤是确定非裔美国青年的特征，这些特征可能在自决过程和学术参与之间的联系中发挥作用。此外，学术科目是性别化的，STEM科目被标记为典型的男性化，而语言领域被标记为女性化，这种模式也强调了超越普遍性假设来研究特定主题背景下的自我决定过程的重要性。最后，本研究偏离了先前关于自决经历和成就的个体差异的研究重点，试图捕捉跨时间和背景的个体内部过程的动态本质。在培训期间，该研究员将使用每日日记方法来测试非裔美国青少年在数学和英语课程中的自主性、能力和相关性的课堂体验的日常变化与青少年相应的个人内部变化之间的联系。 行为、认知和情感投入以及学业成就。超越普遍主义方法并使用种族同质设计来捕捉非裔美国青少年的差异来源，结果将增加对学术成就的研究，在这个领域，许多青少年未能充分发挥他们的潜力。通过关注种族和性别，该研究员旨在帮助理解这些社会类别如何对非裔美国青年产生交叉，从而对自决过程和学术成果产生影响。最后，每日日记设计将通过记录青少年的学术参与度如何随着日常课堂经历、青少年特征和背景（数学与英语课）的变化而变化，以及它如何与课程成绩等长期学术成果联系起来，从而提供对青少年学术参与度的新颖见解。