Collaborative Research: Strategies to Improve the Recruitment and Retention of Black Male STEM Teachers

该项目服务于招聘和留住高效的黑人男性高中STEM教师的国家需求。该研究项目将调查影响黑人男性STEM教师在高需求学区的有效性和保留率的因素。该研究将研究黑人男性STEM教师的学术和职业决策过程和经验，以及他们在课堂上使用的文化响应实践，以激励和吸引种族和种族多元化的学生。使用混合方法的方法，第一阶段将研究黑人男性教师的教育背景，专业特点，性格和经验，以及学校环境如何导致他们作为STEM教育工作者的学术和职业坚持，以及什么有助于他们作为教师的有效性。第二阶段将研究黑人男性STEM教师在课堂上对学生的影响。项目成果将突出声音、知识、以及黑人男性STEM职业学院教师和种族和种族多样化学生的经验，以提供关键的见解和观点，了解教学策略如何吸引不同的学习者，促进他们的STEM学院和职业兴趣。佛罗里达州立大学和俄亥俄州州立大学的这个项目将侧重于211工程和技术的全国网络。信息技术职业学院通过与NAF（以前称为国家学院基金会）合作。 该网络涉及173所城市高中，为46 719名学生提供服务。来自这些学院的一部分黑人男教师和学生将作为研究对象。 项目目标包括揭示黑人男性STEM教师的教学实践及其对族裔和种族多样化STEM学习者的成就，参与，兴趣，学习和坚持STEM的影响和有效性。该项目将参考文化上敏感的分类和族裔匹配框架。使用混合方法的方法，该项目将调查七个研究问题：促成黑人男性决定从事STEM教学职业的因素;改善下一代黑人男性教师招聘的做法;黑人男性STEM教师在学校/课堂上面临的挑战和障碍;黑人男性STEM教师使用的文化上敏感的教学实践，以有效地吸引种族和种族多样化的学生;黑人男性学生对黑人男性STEM教师的看法;经验，互动，联系和机会，对种族和种族多元化学生在STEM课堂上的学术参与和经验产生最积极的影响;以及黑人男性STEM教师在高需求学区与改善种族和种族多元化学生的学生学习相关的有效性。 研究结果将发表在同行评审的期刊，政策简报，研究杂志和信息图表参与学校以及互动网络研讨会。 这个轨道4：诺伊斯研究项目是通过罗伯特诺伊斯教师奖学金计划（诺伊斯）的支持。诺伊斯计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师和经验丰富的模范K-12教师，成为高需求学区的STEM硕士教师。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

The project serves the national need of recruiting and retaining highly effective Black male high school STEM teachers. This research project will investigate factors influencing the effectiveness and retention of Black male STEM teachers in high-need school districts. The study will examine the academic and career decision-making processes and experiences of Black male STEM teachers as well as the culturally responsive practices they use in their classrooms to motivate and engage ethnically and racially diverse students. Using a mixed methods approach, the first phase will examine how Black male teachers’ educational backgrounds, professional characteristics, dispositions, and experiences, and school environments lead to their academic and career persistence as STEM educators as well as what contributes to their effectiveness as teachers. The second phase will examine the influences that Black male STEM teachers have in the classroom with their students. The project outcomes will highlight the voices, knowledge, and experiences of both Black male STEM career academy teachers and ethnically and racially diverse students to provide critical insights and perspectives into how instructional strategies may engage diverse learners and promote their STEM college and career interests.This project at Florida State University and The Ohio State University will focus on a national network of 211 Engineering and Information Technology career academies through collaboration with NAF (formerly known as the National Academy Foundation). The network involves 173 urban high schools, serving 46,719 students. A subset of Black male teachers and students from these academies will serve as the research subjects. Project goals include uncovering the pedagogical practices of Black male STEM teachers and their impact and effectiveness with ethnically and racially diverse STEM learners’ achievement, engagement, interests, learning, and persistence in STEM. The project will be informed by culturally responsive pedagogies and ethnic matching frameworks. Using a mixed methods approach, the project will investigate seven research questions: factors that contributed to Black males’ decision to pursue a career in teaching STEM; practices for improving the recruitment of the next generation of Black male teachers; challenges and barriers that Black male STEM teachers face in the school/classroom; culturally responsive pedagogical practices used by Black male STEM teachers to effectively engage ethnically and racially diverse students; perceptions of Black male students of their Black male STEM teachers; experiences, interactions, connections, and opportunities that have the most positive influence on ethnically and racially diverse students’ academic engagement and experiences in the STEM classroom; and effectiveness of Black male STEM teachers in high-need school districts associated with improving the student learning of ethnically and racially diverse students. Findings will be published in peer-reviewed journals, policy briefs, research zines, and infographics to participating schools as well as interactive webinars. This Track 4: Noyce Research project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 teachers to become STEM master teachers in high-need school districts. It also supports research on the effectiveness and retention of K-12 STEM teachers in high- need school districts.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.