谁在我们的STEM课程,我们怎么知道呢? 学生的自我描述,交叉性和包容性教育
David I Hanauer1, Tong Zhang2, Mark Graham3
1Indiana University of Pennsylvania, Indiana, PA 15206.
CBE life sciences education
|January 2, 2025
概括
了解科学,技术,工程和数学 (STEM) 学生身份对于包容性教育至关重要. 这项研究显示,学生经常使用多个身份类别,突出了传统人口统计学之外的多样化的自我认知.
科学领域:
- 教育教育教育教育教育教育.
- 社会学 社会学 社会学
- 这是一个声音.
背景情况:
- 包容性教育旨在支持多元化的学生群体.
- 交叉性理论解释了多重身份如何塑造个人经验.
- 在STEM课程中评估学生异质性需要细微的方法.
研究的目的:
- 挑战高等教育中的传统人口统计数据收集方法.
- 探索学生在多机构STEM课程中如何自我描述自己的身份.
- 开发一种替代方法来理解学生的立场.
主要方法:
- 采用混合方法方法,结合了2,082名学生的定性和定量数据.
- 学生们选择了重要的身份类别,并提供了开放的自我描述.
- 使用描述性统计,比较比例使用和层次集群分析分析的数据.
主要成果:
- 大多数学生都认同多个交叉的身份类别.
- 与传统的人口统计分组相比,身份偏好有很大差异.
- 四个主要的身份方向出现了:遗产,健康,自我表达和职业.
结论:
- 传统的人口统计数据收集可能无法完全捕捉到学生在STEM中的多样性.
- 学生的自我描述为他们的交叉身份提供了更丰富的理解.
- 承认多样化的身份取向是培养真正包容性STEM环境的关键.
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