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

这个合作研究项目将研究从高中到大学获得的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长期学习前景的影响，以及他们对不断变化的工作经验的适应。德克萨斯大学奥斯汀分校，明尼苏达大学双城分校和威斯康星大学麦迪逊分校的项目研究人员也将为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教育的交叉，STEM劳动力发展和STEM职业成功。研究团队将对最初参加美国教育部的调查称为高中及以上（HS& B）的研究。 这些学生在1980年最初收集数据时是高中四年级学生。 其中一些学生还提供了1982年、1984年和1986年的补充调查数据。 从纵向调查数据开始，研究人员将研究学生获得的STEM培训以及他们在学校发展的STEM能力。 根据具体的课程，考试成绩，成绩，学位获得和学位领域，调查人员将分析这些能力如何有助于劳动力的成功和中年工作的灵活性，这些人具有由种族，民族，性别和残疾定义的多样化，交叉属性。 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提供。该项目将使用大量人口样本，结合HS B研究的大二和大四队列的数据，以便对STEM培训，劳动力成果和多样性属性之间的关系进行理论分析建模。 这项工作的主要理论重点是研究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知识的相对贡献（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).