GSE/RES: Women in Science from High School to College: Evidence from New York City Public School Students

智力优势：这是一项关于教育选择顺序和结果的研究，这些选择和结果导致女性和男性进入科学、技术、工程和数学（STEM）学科的大学专业：高中学习的STEM课程，通过成绩和国家考试衡量的学习和表现，以及最终的大学专业。研究问题集中在基于性别社会学理论的因素上，这些因素预计会影响学生在大学主修STEM领域的决定，并对女性和男性产生不同的影响，包括高中结构和文化、教师和同龄人的性别构成、课程、学校与大学的联系和规模。目标是确定增加女性主修STEM领域倾向的因素，这些因素如何因种族、语言能力、移民身份和贫困而变化，以及从高中到大学的过渡如何有助于改善性别不平等。在纽约市（NYC）公立高中学生群体和纽约城市大学（CUNY）学生群体的几个队列中，学生和学校水平的数据是独一无二的，因为它的规模、多样性、可用变量的丰富程度，以及它的纵向性质，允许将学生和高中作为单独的水平进行分层线性模型（HLM）分析。大样本量和在学生水平上获得性别、种族、移民和贫困指标，为实质性的亚组分析提供了充足的力量。该方法超越了单一的结果分析，包括几个科目的考试成绩、几个科目的高中课程和大学专业。HLM框架将这些联系在一起，并分析了个人和学校层面对这些变量的各种影响。教育机构的相互作用和学生水平的异质性是一个焦点。不是假设高中以相同的方式影响所有学生对STEM的参与，而是使用纽约市高中和学生的多样性来估计高中环境对不同学生群体的互动影响。这种方法产生的结果比以前使用假设对所有亚组的女性和男性都有单一影响的方法可能产生的结果更加细致入微。更广泛的影响：更广泛的影响集中在对理解高中改革如何促进女性更多参与STEM的贡献上。STEM专业的弱势女性（她们在大型城市学校系统中的比例往往过高），尤其是那些进入公立大学的女性，学习不足，将从政策改革中受益匪浅。尽管地理上的重点是纽约，但在大型、多样化的学校系统中学习STEM的女性，以及公立大学中的工薪阶层和中产阶级学生，正是政策改革预计将受益最大的人群，但由于缺乏数据，对他们的研究不足。纽约市立大学拥有不同水平和要求的高级学院和社区学院，并为从挣扎到天才的学生提供课程，这是学生在其他地方遇到的许多大学情况的代表。这项研究也将启发全国范围内关于通过社区大学提高大学入学机会和成功的辩论。通过与纽约市教育部的合作以及广泛的外展和沟通，这项研究？她的研究结果将推动正在进行的关于地区如何影响STEM中的性别差距的讨论。

Intellectual Merit: This is a study of the sequence of educational choices and outcomes leading women and men to a college major in a science, technology, engineering, and mathematics (STEM) subject: high school STEM courses taken, learning and performance measured by grades and state examinations, and eventual college major. Research questions center on factors that, based on sociology of gender theory, are expected to affect students' decisions to major in a STEM area in college, and to affect women and men differently, including high school structure and culture, the gender composition of teachers and peers, curriculum, school-college connections, and size.The objectives are to identify factors that increase women's propensity to major in STEM fields, how these factors vary by race, language ability, immigrant status, and poverty, and how the transition from high school to college may serve to ameliorate gender inequities. The student- and school-level data on several cohorts of the large and diverse New York City (NYC) public high school student population and the subset that goes to the City University of New York (CUNY) is unique by its size, diversity, the wealth of variables available, and its longitudinal nature that allows for a hierarchical linear model (HLM) analysis using students and high schools as separate levels. Large sample sizes and access to gender, race, immigration, and poverty measures at the student level, provide ample power for substantive subgroup analyses.The methodology moves beyond single outcome analysis, including test scores on several subject examinations, high school course taking in several subjects and college majors. The HLM framework links these together and the various individual- and school-level influences on these variables are analyzed. The interaction of educational institutions and student-level heterogeneity are a focus. Rather than assume that high schools affect participation in STEM in the same way for all students, the diversity of NYC high schools and students is used to estimate interaction effects of high school environments on various student subgroups. This method produces a more nuanced set of results than was previously possible using methodologies that assumed a single effect for women and men of all subgroups. Broader Impacts: The broader impacts center on the contribution to understanding how high school reforms can foster greater female participation in STEM. Disadvantaged women (who tend to be overrepresented in large urban school systems) in STEM, especially those who make it into public colleges, are understudied and would greatly benefit from policy reform. Despite the geographic focus on NYC, women pursuing STEM in large, diverse school systems, and working and middle class students in public colleges are exactly the populations which policy reforms are expected to benefit the most, and they are understudied because of lack of data. CUNY, with senior and community colleges, of varying levels and requirements, and programs for students from the struggling to the gifted, is representative of many college situations that students encounter elsewhere. This research will also enlighten the nationwide debate on improving college access and success though community colleges. Through a partnership with the NYC Department of Education and wide outreach and communication, the study?s findings will advance the ongoing discussion about how districts might impact the gender gap in STEM.