Collaborative:GSE/RES: G-SPELL Gender and Science Proficiency for English Language Learners

智力价值：这项合作研究计划旨在发现和描述影响城市中学男女语言少数民族(LM)和英语学习者(ELL)青少年学生科学学习的条件和经验。硕士研究生是指居住在说英语以外的语言的家庭中的学生。ELL是被认为英语口语和书面语能力有限的少数语言群体。本研究将从性别视角探讨城市中学理科学习背景下，学校管理者、教师、家长和来自民族/语言亚群的青少年英语/硕士学生之间的互动关系。由于国家数据很少按性别、种族或族裔分类，因此人们对法学硕士/英语专业学生的教育需求、成就或问题知之甚少，具体而言，女性法学硕士/英语专业学生的需求可能与其男性同龄人有何不同。这项研究将侧重于在6-8年级科学课堂上强调性别在种族和文化背景下的作用的青少年理科硕士/ELL学生。这项研究是一项探索性的、为期三年的混合方法研究，旨在考察来自特定边缘群体的女性和男性LM/ELL学生的经历，其中包括拉丁裔(多米尼加人、波多黎各人和墨西哥人)、东南亚人(越南人、柬埔寨人和印度尼西亚人)和中国人(福建人、广东人和大陆人)。在探索语言和种族不同的男女青少年学生的科学学习经历时，研究人员将开发案例研究实例，说明学习科学、学生的性别、英语学习状况、种族和班级之间的关系和紧张关系。具体来说，这项研究将探索范畴间复杂性和社会文化学习理论。更广泛的影响：这项研究的更广泛影响将是向研究人员、科学教师教育工作者、K-12教育工作者、学校管理人员和政策制定者传播研究结果，他们可以积极地改变做法和政策，以更好地支持女性和男性硕士和英语学习学生的科学学习。归根结底，这些新的理解有可能增加男性和女性语言少数民族学生在STEM领域的参与度，特别是在STEM专业和职业中代表性最低的女性。

Intellectual Merit: This collaborative research proposal seeks to discover and describe the conditions and experiences that impact science learning for female and male language minority (LM) and English Language Learner (ELL) adolescent students in urban middle schools. LM students are students who live in homes where a language other than English is spoken. ELLs are language minorities who have been identified as having limited proficiency in spoken and written English. This study will explore the interactions among school administrators, teachers, parents, and adolescent LM/ELL students from ethnic/language subgroups in the context of science learning in urban middle schools through a gender lens. Because national data are rarely disaggregated by gender, race or ethnicity, little is known about the educational needs, achievements, or problems of LM/ELL students, and specifically, how the needs of female LM/ELL students may differ from their male peers. This research will focus on adolescent LM/ELL students in science highlighting the role of gender in the context of ethnicity and culture in grades 6-8 science classrooms. The study is designed as an exploratory, three-year, mixed-methods study to examine the experiences of female and male LM/ELL students from particular marginalized subgroups, including Latinas/os (Dominican, Puerto Rican, and Mexican) and Southeast Asians (Vietnamese, Cambodian, and Indonesian) and Chinese (Fujianese, Cantonese, and mainland). In exploring the science learning experiences of linguistically and ethnically diverse female and male adolescent students the researchers will develop case study examples that illustrate relationships and tensions between learning science, students' gender, ELL status, ethnicity and class. Specifically, the research will explore inter-categorical complexity and socio-cultural learning theories.Broader Impacts: The broader impact of this research will be the dissemination of findings to researchers,science teacher educators, K-12 educators, school administrators, and policymakers who can positively transform practices and policies to better support science learning for female and male LM and ELL students. Ultimately, these new understandings have the potential to increase male and female language minority students' participation in STEM fields, particularly females who are most significantly underrepresented in STEM majors and careers.