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

智力优势：这项合作研究计划旨在发现和描述影响城市中学女性和男性语言少数民族（LM）和英语学习者（ELL）青少年学生科学学习的条件和经验。 LM学生是住在说英语以外语言的家庭中的学生。 英语学习者是语言少数群体，他们被认为在英语口语和书面语方面能力有限。本研究将透过性别透镜探讨城市中学科学学习情境中，学校行政人员、教师、家长与来自族群/语言族群的青少年LM/ELL学生之间的互动。由于国家数据很少按性别、种族或族裔分列，因此对LM/ELL学生的教育需求、成就或问题知之甚少，特别是LM/ELL女生的需求与男生的需求可能有何不同。 这项研究将侧重于青少年LM/ELL学生在科学突出性别的作用，在种族和文化的背景下，在6-8年级的科学教室。这项研究的目的是作为一个探索性的，为期三年的，混合方法的研究，以检查女性和男性LM/ELL学生的经验，从特定的边缘化亚组，包括拉丁美洲人/OS（多米尼加，波多黎各和墨西哥）和东南亚人（越南，柬埔寨和印度尼西亚）和中国人（福建，广东，大陆）。 在探索语言和种族多样化的女性和男性青少年学生的科学学习经验，研究人员将开发案例研究的例子，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，研究将探讨类别间的复杂性和社会文化学习理论。更广泛的影响：这项研究的更广泛的影响将是研究人员，科学教师教育工作者，K-12教育工作者，学校管理人员和决策者谁可以积极改变的做法和政策，以更好地支持女性和男性LM和ELL学生的科学学习传播的结果。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.