Collaborative Research: Sociopolitical Development and STEM Motivation in African American Youth

合作研究：非裔美国青年的社会政治发展和 STEM 动机

• 批准号: 1728230
• 负责人: Beth Kurtz-Costes
• 金额: $ 13.69万
• 依托单位: University of North Carolina at Chapel Hill
• 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: 2017-09-01 至 2021-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1728230&HistoricalAwards=false
• 关键词: Collaborative; Research; Sociopolitical; Development; STEM

Racial disparities in science, technology, engineering, and mathematics (STEM) have persisted for decades. This project assesses African American students' awareness of racial inequities and how such awareness is related to students' STEM motivation through three broad aims: (1) to investigate changes in students' science and math motivation as they transition to high school; (2) to measure changes in youth's knowledge of racial inequities across the high school transition and whether such knowledge is related to changes in STEM course-taking; and (3) to examine the influences of African American parents' race-related experiences and beliefs on their socialization of their children and on their children's STEM motivation. In addition to contributing to scientific theory regarding racial inequalities, motivation, and achievement outcomes, the study has the potential to inform intervention efforts that would target adolescents' and parents' knowledge of racial inequities and ways that families might foster youth's success in STEM domains. Immediate impacts include training of undergraduate and graduate students from underrepresented backgrounds and creation of an intergroup dialogue program for students and parents aimed at increasing their race-related academic consciousness.Participants are 380 African American youth and their parents and teachers who have already participated annually in this STEM-focused research project during the youth's middle school years. In this new stage of the project, students, parents, and teachers will complete surveys when youth are in Grades 9 and 10. Key hypotheses to be evaluated are (1) science and math motivation will be strongest among youth who already in middle school held an awareness of inequities, and whose motivational beliefs emphasize agency and efficacy; (2) students' awareness of racial achievement gaps will increase over time, and system-blame attributions (e.g., attributing achievement gaps to teacher bias) will lead to greater STEM persistence and success; (3) parents' knowledge of racial inequality will be positively associated with racial pride socialization and preparation of their children for discrimination; and (4) parents' racial socialization, homework monitoring, school involvement, and encouragement of youth's extracurricular STEM activities will be positively associated with youth's STEM success. We will test these hypotheses using latent growth curve modeling, assessing change over time and ways in which earlier measures (e.g., students' and parents' awareness of achievement gaps when youth were in middle school) predict change in parents' socializing behaviors and students' STEM motivation and success. These results will inform our intergroup dialogue program, which will be designed with the collaboration of consultants at the University of Michigan and California State University.

科学、技术、工程和数学（STEM）领域的种族差异已经持续了几十年。该项目通过三个主要目标评估非洲裔美国学生对种族不平等的认识以及这种认识如何与学生的STEM动机相关：（1）调查学生过渡到高中时科学和数学动机的变化;（2）衡量青年在高中过渡期间对种族不平等的知识的变化，以及这些知识是否与STEM课程的变化有关-服用;（3）探讨非裔美国人父母的种族相关经历和信仰对他们的孩子社会化和他们的孩子的STEM动机的影响。除了有助于有关种族不平等，动机和成就成果的科学理论外，该研究还可能为针对青少年和父母的种族不平等知识以及家庭可能促进青年在STEM领域取得成功的方式的干预工作提供信息。直接影响包括培训来自代表性不足背景的本科生和研究生，并为学生和家长创建一个旨在提高他们种族相关学术意识的团体间对话计划。参与者是380名非裔美国青年及其父母和教师，他们在青年的中学阶段每年都参加这个以STEM为重点的研究项目。在这个项目的新阶段，学生、家长和教师将在青少年9年级和10年级时完成调查。需要评估的关键假设是：（1）在已经在中学就意识到不平等的青少年中，科学和数学动机最强，他们的动机信念强调代理和功效;（2）学生对种族成就差距的意识会随着时间的推移而增加，系统归咎归因（例如，（3）父母对种族不平等的了解与种族自豪感的社会化以及让孩子做好应对歧视的准备呈正相关;（4）父母的种族社会化、家庭作业监控、学校参与以及对青少年课外STEM活动的鼓励，都与青少年STEM的成功呈正相关。 我们将使用潜在增长曲线模型来测试这些假设，评估随时间的变化以及早期措施（例如，学生和家长对青少年在中学时的成就差距的认识）预测父母社交行为的变化以及学生的STEM动机和成功。这些结果将为我们的小组间对话计划提供信息，该计划将与密歇根大学和加州州立大学的顾问合作设计。