交叉的身份:看一下民族身份如何与夏威夷原住民和太平洋岛民学生的科学身份相互作用
Rebeka F Greenall1, Jose Gaspar de Alba1, Samara Nichols1
1Department of Biology, Brigham Young University, Provo, UT 84602.
CBE life sciences education
|September 26, 2023
概括
原住民夏威夷人和其他太平洋岛民 (NHPI) 学生表现出与同龄人相似的科学身份发展. 他们的民族种族身份与科学身份复杂地交叉,有时会产生冲突,但往往会加强冲突.
科学领域:
- 在STEM教育方面.
- 科学社会学科学社会学
- 民族研究 民族研究
背景情况:
- 夏威夷原住民和其他太平洋岛民 (NHPI) 的学生经常被排除在科学教育之外.
- 了解他们的经历对于促进包容性和归属性至关重要.
- 社会影响理论为检查民族种族和科学身份提供了一个框架.
研究的目的:
- 在NHPI本科生物学生中调查种族身份和科学身份的交叉点.
- 了解NHPI学生在科学课程中的经验.
- 探索文化与环境的联系如何与环境科学价值观保持一致.
主要方法:
- 使用并发三角设计的混合方法方法.
- 定量数据:课前和课后的科学认同,自我效能,归属,环境关注和种族-种族身份强度.
- 定性数据:学生对种族和科学身份交叉的反应.
主要成果:
- 在一个学期内,NHPI和非NHPI学生在测量的构造或收益方面没有显著差异.
- NHPI的学生报告了关于种族和科学身份的交叉点的多样化和复杂的感受.
- 一些NHPI学生经历了冲突,而许多其他人发现了这些身份之间的加强关系.
结论:
- NHPI学生的科学认同发展与非NHPI学生相美.
- 教师应该承认NHPI学生带来的文化财富,源自他们的种族和种族身份.
- 促进包容性的科学环境需要认识到和重视多样化的学生背景.
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