Collaborative Research: Investigating the Most Impactful Culturally-responsive Informal Pedagogical Practices for STEM Afterschool Programs Engaging Marginalized Youth

合作研究:调查最有影响力的文化响应非正式教学实践,以吸引边缘化青年参与 STEM 课后项目

基本信息

  • 批准号:
    2215695
  • 负责人:
  • 金额:
    $ 154.83万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
    Standard Grant
  • 财政年份:
    2022
  • 资助国家:
    美国
  • 起止时间:
    2022-09-01 至 2026-08-31
  • 项目状态:
    未结题

项目摘要

Growth in the US Latinx population has outpaced the Latinx growth in science, technology, engineering, and math (STEM) degrees and occupation, further widening the ethnic gap in STEM. Mathematics has often identified as a bottleneck keeping many youth, especially minoritized youth, from pursuing STEM studies. Unequal opportunities to develop powerful math assets explain differences in math skills and understanding often experienced by minoritized youth. Implementing culturally responsive practices (CRP) in afterschool programs has the potential to promote math skills and motivation for youth from minoritized groups. However, extensive research is needed to understand which culturally responsive informal pedagogical practices (CIPPs) are most impactful and why. This project aims to identify and document such practices, shed light on the challenges faced by afterschool staff in implementing them, and develop training resources for afterschool staff to address these challenges. This project is funded by the Advancing Informal STEM Learning (AISL) Program which seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments.The fundamental research questions addressed by the project focus on (1) which CIPPs matter most in the context of a STEM university-community partnership engaging Latinx youth, and (2) in what context(s) and under what conditions do these CIPPs relate to positive outcomes for both youth participants and college mentor/facilitator. A third aim is to build capacity of afterschool staff for implementing CIPPs in informal STEM afterschool programs. The first two aims are addressed through a mixed-methods research study which includes quantitative surveys and qualitative in-depth interviews with five cohorts of adolescent participants, parents, and undergraduate mentors. Each year, surveys will be collected from adolescents and mentors at four time points during the year; the in-depth interviews will be collected from adolescents, parents, and mentors in the spring. In total, 840 adolescents and 210 mentors will be surveyed; and 87 adolescents, 87 parents, and 87 mentors will be interviewed. The third aim will be addressed by leveraging the research findings and the collective knowledge developed by practitioners and researchers to create a public archive containing documentation of CIPPs for informal STEM afterschool programs and training modules for afterschool staff. The team will disseminate these resources extensively with informal afterschool practitioners in California and beyond. Ultimately, this project will lead to improved outcomes for minoritized youth in informal STEM afterschool programs across the nation, and increased representation of minoritized youth in STEM pursuits.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.
美国拉丁裔人口的增长速度超过了拉丁裔在科学、技术、工程和数学(STEM)学位和职业方面的增长速度,进一步扩大了STEM中的种族差距。数学经常被认为是阻碍许多青年,特别是少数族裔青年学习STEM的瓶颈。发展强大的数学资产的机会不平等,这解释了少数族裔青年在数学技能和理解力方面的差异。在课外项目中实施文化响应实践(CRP)有可能促进来自小规模群体的青年的数学技能和动机。然而,需要进行广泛的研究,以了解哪些响应文化的非正式教学实践(CIPP)最有影响力,以及为什么。该项目旨在确定和记录这种做法,阐明课外工作人员在实施这些做法时面临的挑战,并为课后工作人员开发培训资源,以应对这些挑战。该项目由推进非正式STEM学习计划(AISL)资助,该计划旨在促进对非正式环境中STEM学习的设计和开发的新方法和基于证据的理解。该项目解决的基本研究问题集中在(1)在STEM大学-社区合作伙伴关系中,哪些CIPP最重要,以及(2)在什么背景下(S),这些CIPP对青年参与者和大学导师/促进者都有积极的结果。第三个目标是培养课后工作人员在非正式STEM课后计划中实施CIPP的能力。前两个目标是通过一项混合方法的研究研究来实现的,该研究包括定量调查和对青少年参与者、父母和本科生导师的五个队列的定性深度访谈。每年,将在一年中的四个时间点收集青少年和导师的调查;春季将收集青少年、父母和导师的深度访谈。共有840名青少年和210名导师将接受调查;87名青少年、87名父母和87名导师将接受采访。第三个目标将通过利用研究结果和从业者和研究人员开发的集体知识来实现,以创建一个公共档案,其中包含用于非正式STEM课后计划的CIPP文件和课后工作人员的培训模块。该小组将向加州及其他地区的非正式课外从业者广泛传播这些资源。最终,该项目将在全国范围内的非正式STEM课后计划中改善小规模青年的结果,并增加小规模青年在STEM追求中的代表性。该奖项反映了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。

项目成果

期刊论文数量(0)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)

数据更新时间:{{ journalArticles.updateTime }}

{{ item.title }}
{{ item.translation_title }}
  • DOI:
    {{ item.doi }}
  • 发表时间:
    {{ item.publish_year }}
  • 期刊:
  • 影响因子:
    {{ item.factor }}
  • 作者:
    {{ item.authors }}
  • 通讯作者:
    {{ item.author }}

数据更新时间:{{ journalArticles.updateTime }}

{{ item.title }}
  • 作者:
    {{ item.author }}

数据更新时间:{{ monograph.updateTime }}

{{ item.title }}
  • 作者:
    {{ item.author }}

数据更新时间:{{ sciAawards.updateTime }}

{{ item.title }}
  • 作者:
    {{ item.author }}

数据更新时间:{{ conferencePapers.updateTime }}

{{ item.title }}
  • 作者:
    {{ item.author }}

数据更新时间:{{ patent.updateTime }}

Alessandra Pantano其他文献

UNITARIZABLE MINIMAL PRINCIPAL SERIES OF REDUCTIVE GROUPS
还原群的可单化最小主级数
  • DOI:
    10.1090/conm/472/09237
  • 发表时间:
    2008
  • 期刊:
  • 影响因子:
    0
  • 作者:
    D. Barbasch;D. Ciubotaru;Alessandra Pantano
  • 通讯作者:
    Alessandra Pantano
Designing for Teacher Noticing in College Mathematics
大学数学中教师注意力的设计
“If I can’t help, I find someone who can”: Lower-SES Latine parents’ adaptive responses to math support challenges
  • DOI:
    10.1007/s11218-024-09986-0
  • 发表时间:
    2025-01-22
  • 期刊:
  • 影响因子:
    3.200
  • 作者:
    Nestor B. Tulagan;Stephanie Soto-Lara;Kayla Puente;Perla Ramos Carranza;Alessandra Pantano;Sandra D. Simpkins
  • 通讯作者:
    Sandra D. Simpkins

Alessandra Pantano的其他文献

{{ item.title }}
{{ item.translation_title }}
  • DOI:
    {{ item.doi }}
  • 发表时间:
    {{ item.publish_year }}
  • 期刊:
  • 影响因子:
    {{ item.factor }}
  • 作者:
    {{ item.authors }}
  • 通讯作者:
    {{ item.author }}

相似国自然基金

Research on Quantum Field Theory without a Lagrangian Description
  • 批准号:
    24ZR1403900
  • 批准年份:
    2024
  • 资助金额:
    0.0 万元
  • 项目类别:
    省市级项目
Cell Research
  • 批准号:
    31224802
  • 批准年份:
    2012
  • 资助金额:
    24.0 万元
  • 项目类别:
    专项基金项目
Cell Research
  • 批准号:
    31024804
  • 批准年份:
    2010
  • 资助金额:
    24.0 万元
  • 项目类别:
    专项基金项目
Cell Research (细胞研究)
  • 批准号:
    30824808
  • 批准年份:
    2008
  • 资助金额:
    24.0 万元
  • 项目类别:
    专项基金项目
Research on the Rapid Growth Mechanism of KDP Crystal
  • 批准号:
    10774081
  • 批准年份:
    2007
  • 资助金额:
    45.0 万元
  • 项目类别:
    面上项目

相似海外基金

Collaborative Research: Investigating Southern Ocean Sea Surface Temperatures and Freshening during the Late Pliocene and Pleistocene along the Antarctic Margin
合作研究:调查上新世晚期和更新世沿南极边缘的南大洋海面温度和新鲜度
  • 批准号:
    2313120
  • 财政年份:
    2024
  • 资助金额:
    $ 154.83万
  • 项目类别:
    Standard Grant
Collaborative Research: Investigating Hyporheic Zone Reaction Enhancement by Bioclogging Across Scales
合作研究:研究跨尺度生物堵塞增强潜流区反应
  • 批准号:
    2345366
  • 财政年份:
    2024
  • 资助金额:
    $ 154.83万
  • 项目类别:
    Continuing Grant
Collaborative Research: Investigating the Impact of Video-based Analysis of Classroom Teaching on STEM Teacher Preparation, Effectiveness, and Retention
合作研究:调查基于视频的课堂教学分析对 STEM 教师准备、有效性和保留率的影响
  • 批准号:
    2344795
  • 财政年份:
    2024
  • 资助金额:
    $ 154.83万
  • 项目类别:
    Standard Grant
Collaborative Research: Investigating the Impact of Video-based Analysis of Classroom Teaching on STEM Teacher Preparation, Effectiveness, and Retention
合作研究:调查基于视频的课堂教学分析对 STEM 教师准备、有效性和保留率的影响
  • 批准号:
    2344793
  • 财政年份:
    2024
  • 资助金额:
    $ 154.83万
  • 项目类别:
    Standard Grant
Collaborative Research: RAPID: Investigating the magnitude and timing of post-fire sediment transport in the Texas Panhandle
合作研究:RAPID:调查德克萨斯州狭长地带火灾后沉积物迁移的程度和时间
  • 批准号:
    2425431
  • 财政年份:
    2024
  • 资助金额:
    $ 154.83万
  • 项目类别:
    Standard Grant
Collaborative Research: Investigating Southern Ocean Sea Surface Temperatures and Freshening during the Late Pliocene and Pleistocene along the Antarctic Margin
合作研究:调查上新世晚期和更新世沿南极边缘的南大洋海面温度和新鲜度
  • 批准号:
    2313121
  • 财政年份:
    2024
  • 资助金额:
    $ 154.83万
  • 项目类别:
    Standard Grant
Collaborative Research: Investigating the Impact of Video-based Analysis of Classroom Teaching on STEM Teacher Preparation, Effectiveness, and Retention
合作研究:调查基于视频的课堂教学分析对 STEM 教师准备、有效性和保留率的影响
  • 批准号:
    2344790
  • 财政年份:
    2024
  • 资助金额:
    $ 154.83万
  • 项目类别:
    Standard Grant
Collaborative Research: Investigating the Impact of Video-based Analysis of Classroom Teaching on STEM Teacher Preparation, Effectiveness, and Retention
合作研究:调查基于视频的课堂教学分析对 STEM 教师准备、有效性和保留率的影响
  • 批准号:
    2344789
  • 财政年份:
    2024
  • 资助金额:
    $ 154.83万
  • 项目类别:
    Standard Grant
Collaborative Research: Investigating the Impact of Video-based Analysis of Classroom Teaching on STEM Teacher Preparation, Effectiveness, and Retention
合作研究:调查基于视频的课堂教学分析对 STEM 教师准备、有效性和保留率的影响
  • 批准号:
    2344791
  • 财政年份:
    2024
  • 资助金额:
    $ 154.83万
  • 项目类别:
    Standard Grant
Collaborative Research: Investigating the Impact of Video-based Analysis of Classroom Teaching on STEM Teacher Preparation, Effectiveness, and Retention
合作研究:调查基于视频的课堂教学分析对 STEM 教师准备、有效性和保留率的影响
  • 批准号:
    2344792
  • 财政年份:
    2024
  • 资助金额:
    $ 154.83万
  • 项目类别:
    Standard Grant
{{ showInfoDetail.title }}

作者:{{ showInfoDetail.author }}

知道了