Gender-Ethnic Identification and the Development of STEM Achievement Behaviors

这是一项纵向定量研究，旨在研究性别和种族认同在高中生STEM价值观、期望和成就行为发展中的作用，该研究在成就行为的埃克尔斯期望价值模型框架内，该模型提出，参与某些教育行为，如课程学习，是个人对成功的期望及其感知价值或重要性的产物。PI试图扩展这一模式，以具体解决社会认同因素在STEM参与中的独特贡献。这项研究将通过3年的自我报告来跟踪学生，以了解他们的连续性和随时间的变化。参与者将是10年级、11年级和12年级的青少年，他们是白人、黑人、拉丁裔和亚裔美国人的混合体。青少年的父母或主要监护人将被纳入研究。最初的样本是256名学生（每个性别x种族32名），后来扩大到100名学生和家长。参与者将是费城学区公立高中学生及其家庭的代表性样本。这项研究将调查性别和种族刻板印象之间可能存在的冲突。一个例子是与亚洲人有关的数学能力与与亚洲女性有关的负面性别刻板印象之间的明显冲突。主要研究问题为：1)性别和种族如何在学业认同和STEM成就行为中相互作用；2)哪些因素使女性和少数民族学生面临不追求STEM的风险；3)从10年级到12年级，这些构念和过程是否稳定？定量分析将着重于回归分析；然而，也可以使用结构方程模型（SEM）。该研究将为教育、社会和发展心理学、STEM教育和教育政策领域提供新的知识和理解，通过发展对女孩和少数民族参与STEM的社会/认知因素的更强概念化。该项目将提供早期有色人种学生态度研究中缺失的数据，并为教育研究人员和政策制定者提供一个出发点，他们的目标是制定有效的激励策略，以提高有色人种女学生在STEM教育和职业生涯中的参与度。此外，从这项研究中获得的知识对于针对这些群体设计的课程计划的发展至关重要，也就是说，对父母、社区以及科学家和教育工作者之间的特定教育传播做出反应的计划。PI将指导心理学研究生的研究方法；择优录取本科生和女生。

This is a longitudinal, quantitative study to examine the roles of gender and ethnic identification in the development of high school students STEM values, expectancies, and achievement behaviors within the framework of the Eccles Expectancy Value Model of achievement behaviors, which proposes that engaging in certain educational behaviors, such as course taking are the product of an individual's expectations for success and its perceived value or importance. The PI seeks to expand this model to specifically address the unique contributions of social identity factors in STEM engagement. This study will follow the students via self-reports across 3 years to gather insight into continuity and change over time. Participants will be adolescent 10th, 11th and 12th graders, who are a mixture of white, black, Latino and Asian Americans. Parents or primary guardians of the adolescents will be included in the study. The initial sample of 256 students (32 per gender x ethnic group) was extended to include 100 additional students and parents. The participants will be a representative sample of public high school students and their families in the school district of Philadelphia PA.The research will examine possible conflicts between gender and ethnic stereotypes. One example is a perceived conflict between the math competency associated with Asians and the negative gender stereotype associated with an Asian female. The primary research questions are: 1) How do gender and ethnicity interact in academic identification and STEM achievement behaviors; 2) Which factors put female and ethnic minority students at risk for not pursuing STEM; and 3) Are these constructs and processes stable from 10th to 12th grade. The quantitative analyses will focus on regression analysis; however, structured equation modeling (SEM) may also be utilized. The proposed study will provide new knowledge and understanding to the fields of educational, social, and developmental psychology, STEM education, and education policy through the development of a stronger conceptualization of the social/cognitive factors responsible for the participation of girls and ethnic minorities in STEM. The project will provide data absent in earlier studies on attitudes of students of color as well as a point of departure for education researchers and policymakers, whose goal is to develop effective motivational strategies to increase the participation of female students of color in STEM education and careers. Further the knowledge to be gained from this research is central to the development of curricular programs designed to target such groups, i.e., programs that respond to the specific educational disseminated among parents and the community as well as scientists and educators. The PI will mentor graduate psychology students in research methods; undergraduate students and females will be given preference in recruitment.