什么时候以及为什么教师指导对STEM中代表性不足的学生有效? 一个多校区的准实验
Sophie L Kuchynka1, Alexander E Gates2, Luis M Rivera1
1Department of Psychological Sciences, Rutgers University-Newark.
Cultural diversity & ethnic minority psychology
|June 16, 2023
概括
教师指导对代表性不足的群体 (URG) 的STEM身份,归属和自我效能产生积极影响. 女性教师的指导对URG的这些结果产生了更强烈的间接影响.
科学领域:
- 在STEM教育方面.
- 高等教育 高等教育
- 导师计划 导师计划
背景情况:
- 代表性不足的群体 (URG) 面临着在STEM中的参与和持久性差距.
- 教师指导是解决这些差异的一个潜在策略.
- 有效的STEM教师指导机制尚不清楚.
研究的目的:
- 调查教师指导对URGSTEM身份,态度,归属和自我效能的影响.
- 比较学生对由女性与男性教师提供的辅导支持功能的看法.
- 确定辅导支持机制,对于URG的有效教师辅导至关重要.
主要方法:
- 准实验性设计与362个URG本科生STEM学生在八个机构.
- 学生与没有教师导师的学生进行了比较 (学科之间).
- 经过检查的教师导师性别 (女性与男性) 对于有导师的导师.
主要成果:
- 教师的指导积极影响了URG的STEM身份,态度,归属感和自我效能.
- 辅导支持功能间接预测了女性教师辅导员比男性教师辅导员更多的URG的这些结果.
结论:
- 任何性别的STEM教师都可以实施有效的指导策略.
- 了解指导机制可以改善对STEM的URG学生的支持.
- 进一步的研究可以完善指导实践,以提高URG的持久性和成功.
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