EAGER: Developing a New Tool to Measure Discrimination Based on Social Class for Adolescents

在美国，贫困人口正在增加，尤其是年轻人。与不贫穷的青少年相比，贫穷的青少年成绩较低，更有可能从高中辍学。青少年完成的教育程度决定了他们工作的机会，因此也决定了他们余生的收入。尽管有大量关于贫困和学校教育的研究，但还没有一项关于贫困青少年在学校受到的待遇的研究。这些经历可能会让青少年觉得他们不属于学校，反过来，这可能会导致他们的学业表现不佳。因此，这项研究创造了一个新的工具来衡量青少年在学校的经验。采访是用来找出谁是穷人的青少年是如何对待朋友，老师和工作人员。这些信息将用于一项调查，其中也包括学术成果。这项研究揭示了贫困青少年在学校受到的待遇，以及这与他们的学校教育有何关系。研究结果有可能为旨在减少贫困对学校教育影响的政策提供信息。这项研究开发了一种新的工具来衡量贫困青少年在学校的经历。贫困的定义很宽泛，包括社会阶层，如父母收入、教育和职业。一个混合方法的研究设计，包括访谈和调查。对青少年进行了访谈，以了解他们在学校因其社会阶层而受到的待遇。这包括青少年遭受朋友、老师和工作人员歧视的经历。从访谈中获得的信息被用来为制定新的衡量标准提供信息，从而导致使用新的衡量标准和学术成果（如成绩和学业完成）进行调查。这项研究反映了一系列研究的早期阶段，这些研究可以极大地改变我们对贫困对学术成果影响的理解。除了大量的知识，这项研究将产生，我们提出了一个新的interdiscplinary理论模型，整合发展，社会，咨询和教育的观点。该奖项反映了NSF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。

Poverty is increasing in America, especially among young people. Teenagers who are poor earn lower grades and are more likely to drop out of high school than teenagers who are not poor. The amount of schooling that teenagers complete determines the opportunities they have for work and, as a result, the amount of money they earn for the rest of their life. Despite the large amount of research on poverty and schooling, there has yet to be a study about the way that teenagers who are poor are treated at school. These experiences may make teenagers feel like that they do not belong at school and, in turn, this may lead to their academic underperformance. Thus, this study creates a new tool to measure the experiences teenagers have at school. Interviews are used to find out how teenagers who are poor are treated by friends, teachers, and staff. This information is used for a survey that will also include academic outcomes. This study reveals how teenagers who are poor are treated at school and how this is related to their schooling. Findings have the potential to inform policies aimed at reducing the effect of poverty on schooling.This study develops a new tool to measure the experiences that teenagers who are poor have at school. A broad definition of poverty is used that includes social class, such as parental income, education, and occupation. A mixed-methods research design is used that includes interviews and surveys. Interviews are conducted with teenagers to understand how they are treated in school because of their social class. This includes teenagers’ experiences with discrimination by friends, teachers, and staff. The information from the interviews is used to inform the development of a new measure, leading to a survey using the new measure and academic outcomes, such as achievement and school completion. This study reflects the early stages of a line of research that can dramatically change our understanding of the effect of poverty on academic outcomes. In addition to the large amount of knowledge this study will generate, we advance a new interdiscplinary theoretical model that integrates developmental, social, counseling, and educational perspectives. The tool created provides a new way to study how poverty is related to schooling in America.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.