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Understanding Decisions Latino Students Make Regarding Persistence in the Science and Math Pipeline

机译：了解拉丁裔学生在科学和数学流水线方面做出的决策

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摘要

This qualitative study focused on the knowledge and perceptions of Latino high school students, as well those of their parents and school personnel, at a southwestern, suburban high school regarding persistence in the math/science pipeline. In the context of the unique school and community setting these students experience, the decision-making process was examined with particular focus on characterizing the relationships that influence the process. While the theoretical framework that informs this study was that of social capital, its primary purpose was to inform the school's processes and policy in support of increased Latino participation in the math and science pipeline. Since course selection may be the most powerful factor affecting school achievement and college-preparedness, and since course selection is influenced by school policy, school personnel, students, parents, and teachers alike, it is important to understand the beliefs and perceptions that characterize the relationships among them. The qualitative research design involved a phenomenological study of nine Latino students, their parents, their teachers and counselors, and certain support personnel from the high school. The school's and community's environment in support of academic intensity served as context for the portrait that developed.Given rapidly changing demographics that bring more and more Latino students to suburban high schools, the persistent achievement gap experienced by Latino students, and the growing dependence of the world economy on a citizenry versed in the math- and science-related fields, a deeper understanding of the decision-making processes Latino students experience can inform school policy as educators struggle to influence those decisions.This study revealed a striking lack of knowledge concerning the college-entrance ramifications of continued course work in math and science beyond that required for graduation, relationships among peers, parents, and school personnel that were markedly lacking in influence over the decision a student makes to continue, or not, course work beyond that required for graduation, and a general dismissal of the value of math- and science-related careers. Also lacking was any evidence of social capital within parental networks that reflected intergenerational closure.
机译：这项定性研究的重点是西南郊区的一所高中，拉丁裔高中学生及其父母和学校工作人员的知识和观念，他们对数学/科学学科的坚持不懈。在独特的学校和社区中设置这些学生的经历，研究了决策过程，特别着重于描述影响过程的关系。虽然为这项研究提供信息的理论框架是社会资本的框架，但其主要目的是为学校的程序和政策提供信息，以支持拉美裔人增加对数学和科学渠道的参与。由于选课可能是影响学校成绩和大学准备程度的最有力因素，并且由于选课受到学校政策，学校人员，学生，父母和老师的影响，因此了解构成这一特点的信念和看法很重要。他们之间的关系。定性研究设计涉及对9名拉丁裔学生，他们的父母，他们的老师和顾问以及某些中学高年级支持人员的现象学研究。鉴于迅速变化的人口统计数据将越来越多的拉丁裔学生带到郊区高中，拉美裔学生所遇到的持续的成就差距以及对学生的依赖日益增加，学校和社区的环境为学业发展提供了支持。世界经济是一门精通数学和科学相关领域的公民所为，因此对拉丁美洲人学生的决策过程有更深入的了解可以为学校政策提供参考，因为教育工作者正努力地影响这些决策。超出毕业要求的数学和科学课程的大学入学成绩，同龄人，父母和学校工作人员之间的关系，对学生是否继续进行超出课程要求的决定的影响明显不足毕业，并且普遍不考虑数学和科学相关的价值泰德职业。还缺乏任何反映父母代际封闭的父母网络内社会资本的证据。

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    Munro Janet;

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  • 年度 2009
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