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

智力优势：本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。LM学生是指生活在非英语家庭的学生。ELLs是语言上的少数群体，他们被认为在口语和书面英语方面能力有限。本研究将透过性别视角，探讨城市中学科学学习背景下，学校管理者、教师、家长与族群/语言亚群的LM/ELL青少年学生之间的互动关系。由于国家数据很少按性别、种族或民族分类，因此对LM/ELL学生的教育需求、成就或问题知之甚少，特别是女性LM/ELL学生的需求与男性同龄人有何不同。本研究将集中在青少年LM/ELL学生在科学突出性别在种族和文化背景下的作用，在6-8年级的科学课堂。该研究是一项为期三年的探索性混合方法研究，旨在研究来自特定边缘亚群体的女性和男性LM/ELL学生的经历，包括拉丁裔/美洲人（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）。在探索语言和种族多样化的男女青少年学生的科学学习经验时，研究人员将开发案例研究示例，说明学习科学，学生的性别，ELL状态，种族和阶级之间的关系和紧张关系。具体而言，本研究将探讨范畴间复杂性和社会文化学习理论。更广泛的影响：本研究的更广泛影响将是将研究结果传播给研究人员、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，他们可以积极地改变实践和政策，以更好地支持女性和男性LM和ELL学生的科学学习。最终，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，特别是在STEM专业和职业中代表性最不足的女性。

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.