AGEP-BPR: An Exploratory Examination of STEM Graduate Programs between the United States and England: Comparative Designs and Patterns for Select Minorities

宾夕法尼亚州立大学将实施AGEP扩大STEM教育参与度研究项目，该项目名为“美国和英国STEM研究生项目的探索性审查：选定少数族裔的比较设计和模式”。研究人员将对美国少数民族学生参与STEM学科进行为期三年的混合方法探索性比较研究。为了了解促使STEM成功入学、入学和完成STEM研究生学位的显著因素。研究的目标是：(1)记录美国和英国大学研究生STEM项目的招生、入学和毕业率；(2)确定并比较影响美国非裔美国人和西班牙裔学生参与STEM研究生教育的因素；(3)分析两国书面和口头上的大学政策如何影响不同人群在STEM领域的入学和学位完成情况；(40)研究不同学生多样性方面的政策之间的相互作用，如阶级、性别和种族；(5)阐明两国城市/大都市大学在更有效地招聘、留住、教育和毕业未来的少数民族STEM专业人员方面的潜在机会；以及(6)对有关少数民族学生的跨国课程进行批判性的审查。这一点可以通过比较分析来收集。这项研究得到了三个概念框架的支持，这三个框架将为美国和英国大学提供有益于特定国家和跨国的课程提供基础。最终，该项目将阐明美国城市博士大学可能采取的模式，以促进STEM领域中代表性不足群体的政策和方案选择。

Pennsylvania State University will implement an AGEP Broadening Participation Research in STEM Education project entitled "An Exploratory Examination of STEM Graduate Programs between the United States and England: Comparative Designs and Patterns for Select Minorities". Researchers will conduct a three-year mixed methods exploratory comparative study of the participation of minority students in STEM disciplines in the United States (U.S.) and England in order to comprehend salient factors contributing to successful entrance, matriculation, and completion of STEM graduate degrees. The research objectives are to (1) document the enrollment, matriculation and graduation rates of graduate STEM programs in select U.S. and English universities; (2) identify and compare factors impacting the participation in graduate STEM education of African American and Hispanic students in the U.S. to those affecting African English, Caribbean English, and Pakistani English students in England; (3) analyze how written and voiced university policies in the two nations may affect the entrance and degree completions of diverse populations in STEM fields; (40) examine the interaction of policies with various dimensions of student diversity, such as class, gender, and race; (5) articulate the potential opportunities for urban/metropolitan universities in both countries to more effectively recruit, retain, educate, and graduate future minority STEM professionals; and (6) present a critical examination of cross-national lessons regarding ?minority students? that can be gleaned by comparative analyses. The study is undergirded by three conceptual frameworks that will provide the basis for country-specific and cross-national lessons beneficial to U.S. and English universities. Ultimately, the project will elucidate models that U.S. urban doctoral universities might undertake to promote policy and programmatic options for underrepresented groups in STEM fields.