Collaborative Research: Strategies to Improve the Recruitment and Retention of Black Male STEM Teachers

该项目满足了全国招募和留住高效黑人男性高中STEM教师的需求。本研究项目将调查影响高需求学区黑人男性STEM教师的有效性和留任的因素。该研究将研究黑人男性STEM教师的学术和职业决策过程和经验，以及他们在课堂上使用的文化响应实践，以激励和吸引不同民族和种族的学生。第一阶段将采用混合方法，研究黑人男性教师的教育背景、专业特征、性格和经验，以及学校环境如何影响他们作为STEM教育者的学术和职业坚持，以及什么因素有助于他们作为教师的有效性。第二阶段将研究黑人男性STEM教师在课堂上对学生的影响。项目成果将突出黑人男性STEM职业学院教师和不同种族和种族学生的声音、知识和经验，为教学策略如何吸引不同的学习者并促进他们的STEM大学和职业兴趣提供关键的见解和观点。佛罗里达州立大学和俄亥俄州立大学的这个项目将通过与NAF（以前称为国家学院基金会）合作，重点关注211所工程和信息技术职业学院的国家网络。该网络涉及173所城市高中，为46719名学生提供服务。这些学院的一部分黑人男教师和学生将作为研究对象。项目目标包括揭示黑人男性STEM教师的教学实践，以及他们对不同种族和种族的STEM学习者的成就、参与、兴趣、学习和坚持的影响和有效性。该项目将借鉴对文化敏感的教学法和种族匹配框架。采用混合方法，该项目将调查七个研究问题：导致黑人男性决定从事STEM教学职业的因素；改进招聘下一代黑人男教师的做法；黑人男性STEM教师在学校/课堂上面临的挑战和障碍；黑人男性STEM教师为有效吸引不同民族和种族的学生而采用的文化响应型教学实践；黑人男学生对他们的黑人男性STEM老师的看法；对不同民族和种族的学生在STEM课堂上的学术参与和经历产生最积极影响的经历、互动、联系和机会；在高需求学区，黑人男性STEM教师的有效性与提高不同民族和种族学生的学习有关。研究结果将发表在同行评议的期刊、政策简报、研究杂志、信息图表以及互动网络研讨会上。本Track 4: Noyce研究项目由Robert Noyce教师奖学金计划（Noyce）支持。Noyce计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师，并支持经验丰富的模范K-12教师成为高需求学区的STEM大师教师。它还支持对高需求学区K-12 STEM教师的有效性和留任的研究。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

The project serves the national need of recruiting and retaining highly effective Black male high school STEM teachers. This research project will investigate factors influencing the effectiveness and retention of Black male STEM teachers in high-need school districts. The study will examine the academic and career decision-making processes and experiences of Black male STEM teachers as well as the culturally responsive practices they use in their classrooms to motivate and engage ethnically and racially diverse students. Using a mixed methods approach, the first phase will examine how Black male teachers’ educational backgrounds, professional characteristics, dispositions, and experiences, and school environments lead to their academic and career persistence as STEM educators as well as what contributes to their effectiveness as teachers. The second phase will examine the influences that Black male STEM teachers have in the classroom with their students. The project outcomes will highlight the voices, knowledge, and experiences of both Black male STEM career academy teachers and ethnically and racially diverse students to provide critical insights and perspectives into how instructional strategies may engage diverse learners and promote their STEM college and career interests.This project at Florida State University and The Ohio State University will focus on a national network of 211 Engineering and Information Technology career academies through collaboration with NAF (formerly known as the National Academy Foundation). The network involves 173 urban high schools, serving 46,719 students. A subset of Black male teachers and students from these academies will serve as the research subjects. Project goals include uncovering the pedagogical practices of Black male STEM teachers and their impact and effectiveness with ethnically and racially diverse STEM learners’ achievement, engagement, interests, learning, and persistence in STEM. The project will be informed by culturally responsive pedagogies and ethnic matching frameworks. Using a mixed methods approach, the project will investigate seven research questions: factors that contributed to Black males’ decision to pursue a career in teaching STEM; practices for improving the recruitment of the next generation of Black male teachers; challenges and barriers that Black male STEM teachers face in the school/classroom; culturally responsive pedagogical practices used by Black male STEM teachers to effectively engage ethnically and racially diverse students; perceptions of Black male students of their Black male STEM teachers; experiences, interactions, connections, and opportunities that have the most positive influence on ethnically and racially diverse students’ academic engagement and experiences in the STEM classroom; and effectiveness of Black male STEM teachers in high-need school districts associated with improving the student learning of ethnically and racially diverse students. Findings will be published in peer-reviewed journals, policy briefs, research zines, and infographics to participating schools as well as interactive webinars. This Track 4: Noyce Research project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 teachers to become STEM master teachers in high-need school districts. It also supports research on the effectiveness and retention of K-12 STEM teachers in high- need school districts.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.