{"title":"12-13岁才艺搜索参与者的STEM归属感:性别重要吗?","authors":"Monica C. Meadows, A. Robinson","doi":"10.1177/02614294231162723","DOIUrl":null,"url":null,"abstract":"Gaps in STEM performance have narrowed over the last 50 years (Leaper et al., 2012; National Science Foundation, 2013). Nonetheless, disparities remain in many STEM fields – with the largest occurring in the physical sciences, computer science, and engineering (UNESCO., 2012). Although gender gaps in science and math performance have been closing, gaps in STEM self-concept and aspirations continue. We investigated academically advanced 12–13 year-old students’ sense of belonging to STEM disciplines and examined the relationship among STEM sense of belonging, STEM classroom/peer climate, amount of STEM exposure, and the strength of self-identification with STEM. Although previous research established that features of the STEM classroom/peer climate can promote as well as detract from underrepresented students’ interest and retention in STEM (Riegle-Crumb et al., 2006; Roberts et al., 2018; Stake & Nickens, 2005), less is known about constructs that underlie STEM sense of belonging. Our results indicated no significant difference in STEM sense of belonging between academically advanced females and males. However, there is a statistically significant interaction between gender and self-identification with STEM. Key predictors of STEM sense of belonging identified by our regression model include classroom/peer climate and STEM self-identification.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"41 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"STEM sense of belonging for 12-13 year-old talent search participants: Does gender matter?\",\"authors\":\"Monica C. Meadows, A. Robinson\",\"doi\":\"10.1177/02614294231162723\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Gaps in STEM performance have narrowed over the last 50 years (Leaper et al., 2012; National Science Foundation, 2013). Nonetheless, disparities remain in many STEM fields – with the largest occurring in the physical sciences, computer science, and engineering (UNESCO., 2012). Although gender gaps in science and math performance have been closing, gaps in STEM self-concept and aspirations continue. We investigated academically advanced 12–13 year-old students’ sense of belonging to STEM disciplines and examined the relationship among STEM sense of belonging, STEM classroom/peer climate, amount of STEM exposure, and the strength of self-identification with STEM. Although previous research established that features of the STEM classroom/peer climate can promote as well as detract from underrepresented students’ interest and retention in STEM (Riegle-Crumb et al., 2006; Roberts et al., 2018; Stake & Nickens, 2005), less is known about constructs that underlie STEM sense of belonging. Our results indicated no significant difference in STEM sense of belonging between academically advanced females and males. However, there is a statistically significant interaction between gender and self-identification with STEM. Key predictors of STEM sense of belonging identified by our regression model include classroom/peer climate and STEM self-identification.\",\"PeriodicalId\":186980,\"journal\":{\"name\":\"Gifted Education International\",\"volume\":\"41 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-03-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Gifted Education International\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/02614294231162723\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Gifted Education International","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/02614294231162723","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
摘要
在过去的50年里,STEM绩效的差距已经缩小(Leaper等人,2012;国家科学基金会,2013)。尽管如此,在许多STEM领域仍然存在差距,其中最大的差距发生在物理科学、计算机科学和工程领域(联合国教科文组织)。, 2012)。尽管科学和数学成绩上的性别差距正在缩小,但STEM自我概念和抱负上的差距仍在继续。我们调查了12-13岁学生对STEM学科的归属感,并研究了STEM归属感、STEM课堂/同伴氛围、STEM接触量和STEM自我认同强度之间的关系。尽管先前的研究表明,STEM课堂/同伴氛围的特征可以促进或减少代表性不足的学生对STEM的兴趣和保留(Riegle-Crumb et al., 2006;Roberts等人,2018;Stake & Nickens, 2005),对STEM归属感的基础结构知之甚少。我们的研究结果表明,女性和男性在STEM归属感方面没有显著差异。然而,在STEM中,性别和自我认同之间存在统计学显著的相互作用。我们的回归模型确定的STEM归属感的关键预测因素包括课堂/同伴气候和STEM自我认同。
STEM sense of belonging for 12-13 year-old talent search participants: Does gender matter?
Gaps in STEM performance have narrowed over the last 50 years (Leaper et al., 2012; National Science Foundation, 2013). Nonetheless, disparities remain in many STEM fields – with the largest occurring in the physical sciences, computer science, and engineering (UNESCO., 2012). Although gender gaps in science and math performance have been closing, gaps in STEM self-concept and aspirations continue. We investigated academically advanced 12–13 year-old students’ sense of belonging to STEM disciplines and examined the relationship among STEM sense of belonging, STEM classroom/peer climate, amount of STEM exposure, and the strength of self-identification with STEM. Although previous research established that features of the STEM classroom/peer climate can promote as well as detract from underrepresented students’ interest and retention in STEM (Riegle-Crumb et al., 2006; Roberts et al., 2018; Stake & Nickens, 2005), less is known about constructs that underlie STEM sense of belonging. Our results indicated no significant difference in STEM sense of belonging between academically advanced females and males. However, there is a statistically significant interaction between gender and self-identification with STEM. Key predictors of STEM sense of belonging identified by our regression model include classroom/peer climate and STEM self-identification.