激发兴趣:拉丁裔科学认同发展的定性研究

K. Jackson, M. Suizzo
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引用次数: 18

摘要

拉丁裔在科学专业的代表性明显不足,但只有有限的研究调查了鼓励拉丁裔与科学联系的具体行为和事件。本研究运用生态文化框架,找出促进拉丁裔科学认同发展的社会化因素。32名科学相关专业的拉丁裔大学生参加了焦点小组,另外12人参加了访谈。通过互动定性分析(Northcutt & McCoy, 2004),我们发现了8个影响科学认同发展的因素:家庭环境、教师影响、学校经历、情境因素、媒体、用脑、情绪和职业规划。参与者认为前4个因素是他们发展的发起者,媒体是一个不定期的贡献者。这些环境因素通过使用你的大脑和情感的个人因素过滤,以职业规划作为结果。研究结果总体上支持了拉丁裔科学认同的发展是一个影响系统的结果,父母和老师提供了兴趣的基础,学校经验提供了对特定主题的推动。
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Sparking an Interest: A Qualitative Study of Latina Science Identity Development
Latinas are noticeably underrepresented in science majors, yet only limited research investigates specific behaviors and events that encourage Latinas’ connection to science. This study uses an ecocultural framework to identify socialization factors that promote the development of Latina science identities. Thirty-two college-aged Latinas in science-related majors participated in focus groups, and an additional 12 participated in interviews. Using interactive qualitative analysis (Northcutt & McCoy, 2004), we found 8 factors that influenced the development of a science identity: home environment, teacher influences, school experiences, contextual factors, media, using your brain, emotions, and career planning. Participants saw the first 4 factors as initiators of their development, with media as an irregular contributor. These environmental factors were filtered through the individual factors of using your brain and emotions, with career planning as the outcome. The results overall support that Latina science identity development results from a system of influences, with parents and teachers providing the foundations of interest and school experiences providing the impetus toward specific subject matter.
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