Collaborative Research: STEM Education and Workforce Participation over the Life Cycle: The Intersection of Race, Ethnicity, Gender, and Disability Status

这一合作研究项目将研究从高中到大学的STEM(科学、技术、工程和数学)技能和培训对不同群体的职业生涯学习前景的影响，以及他们对不断变化的工作经历的适应。得克萨斯大学奥斯汀分校、明尼苏达双城大学和威斯康星大学麦迪逊分校的项目调查人员也将对STEM扩大参与问题的重要研究做出贡献，特别是种族、民族、性别和残疾与STEM教育、STEM劳动力发展和STEM职业成功的交集。研究小组将对最初参与美国教育部一项名为高中及以后(HS&Amp；B)研究的个人进行访谈。1980年最初收集数据时，这些学生都是高三学生。其中一些学生还在1982年、1984年和1986年提供了额外的调查数据。从这一纵向调查数据开始，研究人员将研究学生获得的STEM培训以及他们在学校培养的STEM能力。调查人员将根据具体的课程作业、考试成绩、年级、学位成就和学位领域，分析这些能力如何有助于由种族、民族、性别和残疾定义的不同、交叉属性的人在中年工作中获得成功和灵活性。新的数据集将通过美国教育部国家教育统计中心向公众和研究人员公布。该项目将使用大量人口样本，结合HS&Amp；B研究的大二和大四队列数据，对STEM培训、劳动力结果和多样性属性之间的关系进行理论上的分析建模。这项工作的主要理论重点是考察教育作为证书的相对贡献(信号理论)与在学校和非学校环境中学到的东西的相对贡献(人力资本理论)。

This collaborative research project will study the effects of STEM (Science, Technology, Engineering, and Mathematics) skills and training gained from high school through college on the career-long learning prospects of diverse groups of individuals and their adaptation to changing workplace experiences. Project investigators at the University of Texas at Austin, the University of Minnesota-Twin Cities and the University of Wisconsin-Madison will also contribute to the important research on STEM broadening participation issues, specifically the intersection of race, ethnicity, gender and disability with STEM education, STEM workforce development and STEM career success.The research team will conduct interviews with individuals who originally participated in a U.S. Department of Education survey called the High School and Beyond (HS&B) study. The students were high school seniors when the data was initially collected in 1980. Some of these students also provided additional survey data in 1982, 1984 and 1986. Beginning with this longitudinal survey data, the researchers will study the STEM training that students acquired and the STEM competencies they developed in school. Drawing on specific coursework, test scores, grades, degree attainment, and field of degree, the investigators will analyze how these competencies contribute to workforce success and flexibility in mid-life work for persons with diverse, intersecting attributes defined by race, ethnicity, gender and disability. The new data set will be made available to the public and to researchers through the U.S. Department of Education's National Center for Education Statistics. The project will use a large population sample, combining data from the sophomore and senior cohorts of the HS&B study, in order to conduct theoretically grounded analytic modeling about the relationships between STEM training, workforce outcomes and diversity attributes. The main theoretical focus of the work is examining the relative contributions of education as credentials (signaling theory) versus the relative contributions of what is learned in school and non-school settings (human capital theory).