使用QuantCrit评估国家生物医学培训计划:揭示研究中的差异有色人种女性的自我效能本科生
Jayashri Srinivasan1, Krystle P Cobian2, Nicole M G Maccalla3
1Associate Project Scientist, Coordination and Evaluation Center, University of California, Los Angeles (UCLA), Los Angeles, CA 90025.
CBE life sciences education
|October 9, 2024
概括
定量批判性种族理论 (QuantCrit) 评估揭示了生物医学培训计划对各种女性本科生研究自我有效性的不同影响. 分散分析对于了解计划有效性和识别排斥至关重要. 关键词:数量评价,项目评价,STEMM中的多样性.
科学领域:
- 生物医学科学 生物医学科学
- 教育研究教育研究
- 科学的社会学科学社会学.
背景情况:
- 对多样性倡议的项目评估可以无意中延续排斥.
- 了解在STEMM中边缘化的学生的经历至关重要.
- 建设基础设施导致多样性 (BUILD) 倡议旨在增强生物医学培训的多样性.
研究的目的:
- 应用一个定量批判性种族理论 (QuantCrit) 方法来评估BUILD程序.
- 检查BUILD学者计划及其课程对有色人种女性本科生研究自我效能的影响.
- 确定项目参与如何影响不同种族和种族群体的研究自我效能.
主要方法:
- 利用了来自BUILD倡议的纵向数据.
- 员工倾向得分匹配和多重回归模型进行分析.
- 进行了本科生子群体的分类和交叉分析.
主要成果:
- 在BUILD学者计划中,黑人女性报告了研究自我效率的增加.
- 拉丁裔和白人本科生BUILD学者报告说,研究自我有效性下降.
- 参与新型生物医学课程的拉丁裔妇女的研究自效率明显较低.
结论:
- 分散和交叉分析对于准确的项目评估至关重要.
- 根据种族和种族,BUILD计划对研究自我有效性的影响有很大差异.
- 课程评估必须识别和解决系统性排斥问题,以有效支持少数群体在STEMM中的学生.
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