Collaborative Research: Gender, Race, and Identity Development in Black Youth

这个合作项目旨在研究个人和群体认同变量对STEM教育结果的影响。将收集和分析一些关于自我和其他动机变量的纵向数据，以了解这些个人和社会因素可能如何决定非裔美国青年的教育轨迹和决定。然而，很少有研究涉及刻板印象意识和认可的发展变化，或者刻板印象和歧视对黑人青少年身份发展和成就争取的影响。这项拟议的研究将模拟两个显著的群体成员--种族和性别--与黑人青年成就结果的关系。先前的研究强调了同时关注种族和性别的必要性，以及评估学术领域(例如英语和科学)内的激励和成就成果的重要性。这项拟议的研究是对之前NSF资助的非洲裔美国青年纵向研究的延伸和扩展。这项后续研究的目标是更明确地集中于与种族和性别相关的经验和信念的同时影响，并调查这些经验如何在不同的课程内容领域(如英语、科学和数学)发挥作用。本研究将采用问卷调查和定性研究相结合的方法，描述五年级到十二年级在自我概念、刻板印象、动机和养育方式方面的规范发展。该项目的另一个重要目标是确定女孩在科学、技术、工程和数学(STEM)领域获得的优势是否在她们准备通过更高级的课程和大学申请时得到保持，以及哪些个人、家庭和学校背景因素预测STEM兴趣和成功的性别。拟议的结果将有助于理解自我概念和其他自我变量如何影响动机，作为STEM学科成功的预测因素，这反过来可能扩大代表不足的群体的参与。

AbstractThis collaborative project aims to study the effects of personal and group identity variables on STEM educational outcomes. Longitudinal data will be collected and analyzed on a number of self and other motivational variables to understand how these personal and social factors are likely to determine the educational trajectories and decisions of African-American youth. Little research, though, has addressed developmental changes in stereotype awareness and endorsement, or ramifications of stereotypes and discrimination for identity development and achievement striving in Black adolescents. The proposed study will model the relationship of two salient group memberships, race and gender, with achievement outcomes for Black youth. Prior research has underscored the need to attend to race and gender simultaneously, as well as the importance of evaluating motivational and achievement outcomes within academic domains (e.g., English and science). The proposed study is an extension and expansion of a previous NSF-funded longitudinal study of African American youth. The goal of this follow-up study is to concentrate more explicitly on the simultaneous effects of race-related and gender-related experiences and beliefs and on investigating how these experiences play out across different course content domains (e.g., English, science, and mathematics). Using survey and qualitative methods, the study will describe normative development in self-concept, stereotypes, motivation, and parenting from fifth through twelfth grade. Another important goal of the project is to determine whether the advantages gained by girls in Science, Technology, Engineering, and Mathematics (STEM) areas are maintained as they prepare to move through more advanced coursework and college applications, and what personal, family, and school context factors predict STEM interest and success for both genders. The proposed outcomes will aid in the understanding of how self-concept and other self variables impacts motivation as a predictor for success in STEM disciplines which may in turn broaden participation of under represented groups.