Preparing Highly Qualified Women STEM Majors to Become Successful Teachers

研究表明，少数民族教师在中小学的存在与少数民族学生的表现之间存在显著的正相关关系。这个问题对加州学校来说至关重要，加州学校招收了72%的少数族裔学生，但只聘用了29%的少数族裔教师。圣玛丽山大学（MSMU） Noyce项目将解决STEM学科对高素质教师的需求，减少少数民族和女性的性别差距，最终增加代表性不足的群体参与STEM。该计划的目标是让来自弱势群体的低收入、高成就、第一代女性能够在南加州的初中和高中高中从事教学工作。该项目将招募、准备和支持17名主修数学、生物化学、生物科学或化学的女性，她们将同时攻读教师资格证书。MSMU正在与洛杉矶联合学区（LAUSD）和洛杉矶地区其他高需求学校合作实施该项目。项目活动包括密集的校内和校外招聘，以及项目修改和附加内容，例如Noyce项目指导，校园数学实验室和加州科学中心的stem实习，支持性队列环境，持续的教师指导和季度会议，增加学者课堂资源的小额赠款，以及结合数学，教育学和加州教师科目考试（CSET）准备的新课程。该项目的一个独特之处在于，培训将为职前教师提供包容性和响应性教学（CIRT）证书，这将使他们为高需求学校的学生提供成功的学习经验。该项目将通过提供一种有效的实践模式，在招聘、留住和培养STEM教育中特别缺失的人群——来自少数民族和低收入背景的女性——方面为知识体系做出贡献。将跟踪和评估该项目旨在培养这些学生对数学和科学教学更大兴趣的活动和策略。将特别注意吸引以前没有考虑过从事教学职业的高成就妇女的战略。项目评估将仔细跟踪每个项目组成部分对学生教学实践、满意度和专业持久性的影响。

Studies show that there is a significant positive relationship between the presence of minority teachers in primary and secondary schools, and minority student performance. This issue is critically important to California schools, which enroll about 72% minority students but only employ about 29% minority teachers. Mount Saint Mary's University (MSMU) Noyce program will address the need for highly qualified teachers in the STEM disciplines, decrease the minority and female gender gap, and ultimately increase underrepresented groups participation in STEM. The goal of the program is to enable low-income, high-achieving, first generation women from underrepresented groups who have a passion for STEM to pursue teaching careers in middle and secondary high-need schools in Southern California. This program will recruit, prepare and support 17 women majoring in mathematics, biochemistry, biological sciences, or chemistry, who will concurrently pursue a teaching credential. MSMU is implementing the project in collaboration with the Los Angeles Unified School District (LAUSD) and other high-need schools in the Los Angeles area. Project activities include intensive on- and off-campus recruitment as well as program modifications and add-ons, such as Noyce program orientation, STEM-based internships with the campus Math Lab and the California Science Center, a supportive cohort environment, continuing faculty mentoring and quarterly meetings, mini-grants to enhance scholars' classroom resources, and a new course that combines mathematics, pedagogy and California Subject Examinations for Teachers (CSET) preparation. A unique aspect of the program will be training that will provide the pre-service teacher with a certificate in inclusive and responsive teaching (CIRT), which will prepare them to provide successful learning experiences for students in high need schools. The project will contribute to the body of knowledge by providing a model of effective practices in recruiting, retaining, and preparing a population that is especially absent in STEM education -- women from minority and low-income backgrounds. The project's activities and strategies for fostering greater interest in teaching mathematics and science among these students will be tracked and evaluated. Particular attention will be paid to strategies for attracting high-achieving women who have not previously considered a career in teaching. The evaluation of the project will carefully track the impact of each program component on the students' teaching practice, satisfaction and persistence in the profession.