SciGirls CONNECT2: Investigating the Use of Gender Equitable Teaching Strategies to Support STEM Identity Development in Youth

目前，许多年轻人-特别是女孩和有色人种-对科学，技术，工程和数学（STEM）途径失去了信心和兴趣，因为他们认为自己的身份与STEM领域之间存在脱节。为了应对这一挑战，Twin Cities PBS（TPT）正在实施SciGirls CONNECT 2。这项为期三年的服务实践研究奖研究了性别平等和文化敏感的教学策略如何影响中学女生对STEM研究的信心，兴趣和动机，以及他们对STEM职业的选择。一套基于研究的策略，称为SciGirls Seven，目前在SciGirls中使用，这是一个由NSF资助的非正式STEM教育推广计划，为全国125个以上的教育合作伙伴组织提供服务。我们的目标是更新和丰富SciGirls Seven，为教育工作者提供一个关键的，当前的，更有效的资源，以激励女孩在STEM研究和职业生涯。它是由促进非正式STEM学习（AISL）计划，旨在推进新的方法，并循证理解，在非正式环境中的STEM学习的设计和发展资助。佛罗里达州立大学将进行正式的研究调查的假设，STEM计划，使用性别平等和文化上的反应战略有助于女孩的积极STEM身份发展，包括他们对未来STEM职业的自我效能感，坚持和愿望。这项研究将包括文献综述和女孩的STEM身份创造的研究。混合方法研究将包括定量和定性数据收集和分析，测量学生STEM身份的变化和教师对STEM教学的信心。定量数据将来自学生，家长和教师的前/后调查。定性研究将通过四个地点的案例研究进行，定性数据将包括观察、焦点小组和访谈。所有合作伙伴网站的女孩将制作视频，使研究团队能够收集更多的见解。独立公司Knight威廉姆斯公司将进行项目的外部评估。该项目将与16个现有的SciGirls合作伙伴的子集合作。这些地理位置不同的合作伙伴将在各种环境中接触所有女孩和男女同校的非正式STEM教育计划中的青年。超过一半的人为西班牙裔或其他少数民族人口服务。更新后的战略将分发给SciGirls合作伙伴网络中的2，500名教育工作者和全国女孩合作项目（NGCP）网络的18，800个STEM教育组织。战略的传播和文献审查将通过出版物和演示、PBS LearningMedia上的帖子，以及一个覆盖150万教师和教育工作者的免费在线空间，重点关注非正式STEM教育领域。

Currently, many young people - especially girls and youth of color - lose confidence and interest in science, technology, engineering and math (STEM) pathways due to a perceived disconnect between their own identity and STEM fields. To address this challenge, Twin Cities PBS (TPT) is implementing SciGirls CONNECT2. This three-year Research in Service to Practice award examines how gender equitable and culturally responsive teaching strategies influence middle school girls' confidence, interest and motivation around STEM studies, and their choices around STEM careers. A set of research-based strategies, called the SciGirls Seven, are currently employed in SciGirls, an NSF-funded informal STEM educational outreach program serving 125+ educational partner organizations nationwide. The goal is to update and enrich the SciGirls Seven, providing educators with a critical, current, and more effective resource to motivate girls in STEM studies and careers. It is funded by the Advancing Informal STEM Learning (AISL) program, which seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments.Florida State University will conduct a formal research study investigating the hypothesis that STEM programs that use gender equitable and culturally responsive strategies contribute to girls' positive STEM identity development, including their sense of self-efficacy, persistence and aspirations around future STEM careers. This research will include a literature review and a study of girls' STEM identity creation. The mixed methods study will include quantitative and qualitative data collection and analysis measuring changes in students' STEM identity and teachers' confidence in STEM teaching. The quantitative data will come from the student, parent and teacher pre/post surveys. The qualitative research will be conducted via case studies at four sites and the qualitative data will include observations, focus groups and interviews. Girls at all partner sites will create videos that will allow the research team to gather additional insight. The independent firm Knight Williams, Inc. will conduct the project's external evaluation.The project will work with a subset of 16 current SciGirls partners. These geographically diverse partners will reach youth in all-girls and co-ed informal STEM education programs in a variety of settings. More than half serve Hispanic or other minority populations. The updated strategies will be disseminated to the 2,500 educators within the SciGirls partner network and the 18,800 STEM education organizations of the National Girls Collaborative Project (NGCP) network. Dissemination of the strategies and literature review will focus on the informal STEM education field through publications and presentations, posts at PBS LearningMedia, a free online space reaching 1.5 million teachers and educators.