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

该项目服务于国家招聘和留住高效黑人男性高中STEM教师的需要。本研究项目将调查影响高需求学区黑人男性STEM教师的有效性和留存率的因素。这项研究将考察黑人男性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做法，以激励和吸引种族和种族多样化的学生。使用混合方法，第一阶段将调查黑人男性教师的教育背景、专业特征、性格和经历以及学校环境如何导致他们作为STEM教育者的学术和职业坚持性，以及是什么有助于他们作为教师的有效性。第二阶段将考察黑人男性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学生的声音、知识和经验，以提供关键的见解和观点，了解教学策略如何吸引不同的学习者，并促进他们对STEM大学和职业生涯的兴趣。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(前身为国家学院基金会)合作，专注于211个工程和信息技术职业学院的全国网络。该网络涉及173所城市高中，为46,719名学生提供服务。来自这些学院的黑人男性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学习者在STEM中的成就、参与度、兴趣、学习和坚持性的影响和有效性。该项目将通过响应文化的教学方法和族裔匹配框架提供信息。该项目将使用混合方法调查七个研究问题：促使黑人男性决定从事STEM教学的因素；改善下一代黑人男性教师招聘的做法；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教师为有效地吸引不同族裔和种族的学生而采用的符合文化要求的教学做法；黑人男性学生对他们的黑人男性STEM教师的看法；对族裔和种族多样化的学生的学术参与和STEM课堂体验具有最积极影响的经历、互动、联系和机会；在高需求学区的黑人男性STEM教师在改善族裔和种族多样性学生的学生学习方面的有效性。研究结果将发表在同行评议的期刊、政策简报、研究杂志、参与学校的信息图表以及互动网络研讨会上。这个Track 4：Noyce研究项目是由Robert Noyce教师奖学金计划(Noyce)支持的。Noyce计划支持有才华的STEM本科专业和专业人员成为有效的K-12 STEM教师，并支持经验丰富、模范的K-12教师成为高需求学区的STEM硕士教师。它还支持对高需求学区K-12 STEM教师的有效性和留住的研究。这一奖项反映了NSF的法定使命，并通过使用基金会的智力优势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.