This research project is a follow-up to previous research on the persistence of high ability minority youth in college programs for mathematics, science, engineering, premedicine and predentistry. The earlier research used data retrieved from the 1985 College Board files for 5,602 students with SAT mathematical scores of 550 or above. All were minority students except for a comparison sample of 404 White students. In 1987, a first follow-up was conducted. 61 percent of the non-Asian American minority students had enrolled in college and were majoring in MSE fields in comparison with 55 percent of the White students and 70 percent for the Asian American students. In the current phase of this research, the original sample will be resurveyed, five years after high school graduation. A subsample will be interviewed in-depth. The major goal of this phase will be to answer three critical questions: which sample members are still studying or employed in MSE fields, what are their unique characteristics, and what are the theoretical and national policy implications of the results. This project is jointly supported by the Studies and Analysis and the Research in Teaching and Learning Programs.
The middle-school and high-school years are a period of change and crystalization in terms of life goals, disciplinary and course preferences, and social and political attitudes. The literature provides a number of cross-sectional descriptions and models concerning cognitive and attitudinal development during adolescence and young adulthood, but there are no longitudinal data available to study these processes. The proposed longitudinal study will examine the (1) development of interest in science and mathematics, (2) the growth of scientific literacy, (3) the development of attentiveness to science and technology issues, and (4) the attraction to careers in science and engineering among two national cohorts of adolescents and young adults. One cohort will begin with a national sample of 3,000 seventh graders and follow them through the 10th grade. The second cohort will begin with a national sample of 3,000 10th graders and follow them for the next four years through the first full year after high school. Data will be collected from students, teachers, counselors, principals, and parents. A purposive sample of two or three school districts with exemplary elementary school science and mathematics education programs will be selected and comparable data will be collected in these districts. The analysis will consist of a series of expanding multivariate developmental models that will seek to understand cognitive and attitudinal growth and change in the context of family, school, and peer influences. Each wave of data collection will provide an opportunity to examine cognitive and attitudinal change measures in an increasingly rich context of previous measures. Periodic reports will be issued with each cycle of data collection and the data will be made available to other scholars on a timely basis. The first phase of the project, being funded at this time, provides approximately 15 months for instrument development and pilot testing, for sample selection, for monitor selection and training, and for working with the research advisory committee.
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TEAM MEMBERS:
Jon Miller
resourceprojectProfessional Development, Conferences, and Networks
The middle school years are critical in determining a student's success and continued participation in mathematics. This proposal involves the expansion of MESA (Mathematics, Engineering, Science Achievement) model to the junior high/middle school population in the State of Washington. The project will focus on updating and revitalizing middle school mathematics curriculum, the goal being to increase minority student enrollment in algebra in the ninth grade. The MESA model also recognizes the need for teacher support and provides teacher seminars on a regular basis. Additionally, the expansion of the statewide Pre- College Center at the University of Washington will include the coordination of a statewide program at the junior high/middle school level. The MESA model is based on a partnership between industry and educators--a cooperative effort involving scientists on loan from industry, educators at the university level and educators at the secondary school levels working together to develop curricula that will stimulate student interest and achievement in mathematics and science. The staff for the project is well qualified with experience in the MESA program and in curriculum development and teacher training. The proposal addresses a clear need for improving minority mathematics education in middle/junior high schools and promises to have an impact throughout the nation for all students by serving as a model academic program. The project goals are consistent with the Instructional Materials guidelines. Therefore, an award is recommended.
The Franklin Institute Science Museum will, over a three year period, develop a regional Girl Scout leader training programthat provides science education experiences for Girl Scouts. The Girl Scout Council of Greater Philadelphia and the Washington Rock, NJ Council will be primary partners and the source of volunteer leaders and the target audience of member girls. Science Education kits will be developed and tested for Brownies and Juniors, training materials for staff trainers and volunteer leaders developed, leaders trained, and several post.training support mechanisms developed. Program materials are designed for continued use by the Girl Scouts; more than 2,000 leaders will be trained and 20,000 girls will participate in project activities during the three year period. This project is directed at the substantial under representation of women in many science and engineering fields by working with girls in informal settings to overcome patterns of science and mathematics avoidance. Replication and dissemination will be undertaken both within the Girl Scout Council system and among museums, youth organizations, and other informal educators. The proposers are contributing nearly $250,000 in resources to the project; NSF support will be 55% of the project total.
The Council for the Advancement of Science Writers (CASW), a nonprofit organization of scientists and science writers, will provide an additional four years of New Horizons In Science briefings for science reporters and editors. These annual briefings, which have been conducted since 1963, bring together leading researchers in the most active areas of science and engineering with science journalists to educate journalists about the latest developments in scientific discovery and inquiry, and to allow the two groups to interact with each other to discuss common aspects of the public understanding of science. Each year, the CASW Briefings engage more than a hundred science journalists from around the country with more than a dozen speakers reflecting as many fields of scientific discovery. The activities cover all fields of science and engineering and are carefully constructed to reflect a variety of points of view within disciplines. This standard award for three years will allow CASW to develop independent long.term funding for the series. Evaluation and marketing studies will take place in each of the next four years. More than $100,000 in additional project support will be provided by the CASW and other New Horizons sponsors.