Research Proposal Manouchka Pierre.docx

Research Proposal





by
MANOUCHKA PIERRE
B.A. University of Central Florida, 2008
M.Ed. University of Phoenix, 2011
M.P.A, Argosy University, 2012




A research paper submitted in partial fulfillment of the requirements
for the degree of Doctor of Education
in the Department of Educational Leadership and Administration
in the College of Education
at the University of Central Florida

Fall 2015

Orlando, Florida


Major Professor Lee Baldwin

Research Proposal:
Gender and Racial Bias in Education; Educator Affect and Perception, and its Effects on Achievement for African American Girls in STEM Subject Areas in Heterogeneous and Homogeneous Classrooms.
Introduction
This study will discuss ideas on how to bridge the divide in achievement in all areas but specifically in Math, by using gender-specific homogenous classrooms or schools, to meet the 21st century STEM standards. With the 40th anniversary of Title IX just days away, one key area where questions about gender equity persists is STEM education and the under-representation of women in those professions" (Robelen, 2012).
Research on gender and education reveals divergence between teaching practice, and gender specific brain development. A "study from the National Bureau of Economic Research points to teacher bias, and the dramatic impact it has on a girl's later success in STEM classes, or makes a career in science, technology, engineering, and math. Implicit biases and subtle messages—many of them stem from childhood—can influence a lifetime of learning" (Hawkins, 2015). The problem addressed in the present study is related to the relationship between attitudes and teaching practices in the academic achievement of young girls of color, specifically in STEM subjects and occupations.
Purpose statement
The purpose of this study is to determine if homogenous classrooms in a 9-12th grade school setting provides an alternative solution to the growing achievement gap between minority students (specifically African American girls at the secondary level) and their white counterparts. This study seeks to assess any relationships between teacher and student attitude, academic achievement and motivation in the STEM (science, technology, engineering mathematic) subject areas, and its relation to gender and color.
Research questions or hypotheses
Question 1 – What are the benefits of a gender-specific classroom to help bridge the achievement gap for minority students versus heterogonous classrooms?
Question 2 – How does the achievement gap affect minority girls vs minority boys?
Question 3 – What factors contribute to the achievement gap between male and female minority students? Conversely what factors contribute to the achievement gap for minority students?
Question 4 - What factors contribute to the achievement gap between boys in girls in the STEM subjects? Does that gap exist throughout their academic progression or does it appear at a certain point? Does that gap change and narrow at any time, what if anything helps to bring about that change?
Question 5 - Does teacher attitude, student attitude or societal perceptions play any roles in the development of the gap?
Question 6 - What advantages exist in using single-gender education as a strategy to close the gap between boys and girls in the STEM subjects?
Review of literature
Article Critique 1 – Perceived Gender and Racial/Ethnic Barriers to STEM Success
Introduction:
Adolescents hold many views, some cultivated on their own, and others are a direct reflection of what they hear, internalize and believe. This critique will examine a study in the barriers that exist to STEM success, using the landscape of race and gender as background.
Analysis
The topic is clearly stated with a clear purpose statement, research questions, and/or research hypotheses. The introduction discusses the leaps that have been made in STEM fields for women and people of color but focuses on how these numbers still present an underrepresentation in comparison to their male and white counterparts.
The purpose statement and research hypotheses are rooted in both qualitative and quantitative measures of evaluation. The hypotheses is directional because the questions posed, must focus on and prove, a perceived flaw or area of lack. Because of this critical but seemingly biased view, there is adequate justification for the directionality of the hypotheses. The research questions are tested (researched) through the various methodologies providing insights into the reasoning for these groups to be so underrepresented. Taking a step by step approach, allowed one form of data collection to guide another, i.e. Analysis of survey questions guided the development of interview questions.
The literature review was fairly short, in comparison to the number of sources used to establish the importance and context of the study. The sources, were on numerous topics; data analysis, gender role attitudes, racial stereotypes and identity, all proving to be meaningful to the overall research. The sources date from 1991 to present, making sources current and relevant; keeping up with technology and the data. Because the source dates and topics are so varied, it can be supposed that nothing important is overlooked. Several source writers can be regarded as renown in the fields of Science, Mathematics, Engineering and Technology, as well as educators who have extensive knowledge of pedagogy and teaching. Although there could be a perceived bias on the part of the author based on their statement of the problem, the literature supports their hypothesis and generalizations.
The population of the study consisted of the following:
Age – 14 to 18 years old
Grade level – High school, grades 9 and 10 take survey
Location – Northeast United States
Socioeconomic status – Urban environment
Gender – male and female, but focus was on Minority males and females
As I have researched both Black males (minority) and girls as underrepresented and maligned groups, the population in this study is quite relevant to my own interests. Actually it helped me see that focus on girls and Black males simultaneously is possible, as they both represent a minority group. A cross-section of the data will help the areas of need for both groups but also indicate the areas that may converge. The sampling will be just as significant the study design.
The kind of sampling was used for this study was multileveled and "purposeful". The researchers picked 5 high schools which focused on the humanities. All students in grades 9 and 10 completed the survey, and the survey data from 1024 students was "qualitatively analyzed" (Grossman 2014 & Porche, pg. 703) to conduct interviews. 40% of those surveyed were willing to be interviewed. An effort to balance the interviewees both by gender and race/ethnicity was made, while focusing on those students whose responses revealed aspirations for college STEM. A total of 53 interviews were conducted with a subsample of "56% female, 44% male (which included 26% Asian, 16% African American/Afro Caribbean, 11% Latino, 30% White, 4% other, 13% bi-multiracial. Of the females 71% were underrepresented minorities (Black and Latino)" (Grossman & Porche 2014, pg. 705). The survey used a Likert-type scale ranging from very supportive to very unsupportive. The study was descriptive, historical and correlational; a truly mixed-method design, using narrative and non-textual information to add meaning to numeric data, and vice versa. The existing data assessment data was also used to help explain the phenomenon under study.
Variables, provided evidence of reliability and validity. However, the most persistent flaw was the inability to truly measure discriminatory incidents as viewed by the participants. Micro-aggressions and responses, used as coping mechanisms are not able to be qualified, and definitely not quantified, as they are the participants' view of an interaction. Threats to internal validity compromise our confidence in saying that a relationship exists between the independent and dependent variables. Threats to external validity compromise our confidence in stating whether the study's results are applicable to other groups. This study was focused on and would not be applicable to other groups, which are not considered a minority group. The design's validity was noted in the discussion.
The statistical analysis, which was a logistic regression of perceived support for underrepresented groups to STEM success fit the research design and questions. The information was broken down and analyzed by gender, racial groups, maternal education, school site, and student self-concept (Math and Science), as well as collegiate aspirations. The conclusions and generalizations attained from the results were justified by the design and analysis.
Conclusion
Generally, this was a strong study because it was truly supported and statically analyzed. The main weaknesses of the study would be the limitations and implications for further research and practice.
Article Critique 2 – The Underrepresentation of African American Female Students in STEM Fields: Implications for Classroom Teachers
African American women are underrepresented in STEM. The issues of race and gender are often addressed in isolation. This historic report reviews data from 4 different reports to examine the educational experience of African American females in high schools. Examining GPAs, SAT scores and Bachelor degree recipients categorized by se, race and degree enrollment.
The 4 tables, the findings of the study, show a commonality, without a causality, that African American females from HS, to college, and into the workforce, have "a disconnect…between with the subjects of math and science" (Farinde, 2012). SAT mean scores lagging behind males of both races and their white female counterparts.
This study's focus was to "prevent African-American female students from accepting societal beliefs that blame disparities in math and science on racial or gender inferiorities" (Farinde, 2012). Recommendations focused on classroom teachers taking a larger role in pushing this particular population to achieve at a higher level by holding them to the same rigor and standards as their counterparts, nurturing their interests in math and science, and being mindful of participation and teacher language.
The study however did not have considerations for further study nor did it provide strategies' that would be useful in math/science instruction even though change in strategies is mentioned several times. This study would be useful in proposing ways to collect and compare data in a manner that fits the hypothesis.
Method
The population of the study will consist of the following:
Grade level – High school, grades 9 - 12 take survey
Location –South East United States
Gender – male and female, but focus was on Minority males and females
Independent Variables: Homogeneous vs heterogeneous classrooms, 9th, 10th, 11th and 12th grade classrooms
Dependent Variables: Science and Math Assessment scores, Student participation in science, technology and engineering activities
Moderator Variables: Race, Gender, Socio-economics
Extraneous Variables: Teacher attitude/bias, teacher pedagogy and knowledge of gender specific learning, parent attitude, parent involvement, class availability
One variable or construct that would need to be measured is achievement, especially comparative data between boys and girls in science and mathematics. Using concurrent validity through criterion testing of girls in each grade level and at the different school settings (Fraenkel, Wallen, & Hyun, 2015).
To assess reliability the test-retest method, allows students to take the same test twice after a passage of time. Both groups; single-gender classes as well as heterogeneously grouped students would need to be tested twice. Of course this does not account for teacher methodology and experience which can truly affect scores. However, a survey of teachers experience and attitudes would aid in explaining both the standard error of measurement and scale scores. Once surveyed, based on responses to questions, a sampling of students and teachers will be interviewed.
The population of my study is students in grades 9 through 12. The sample group (focus) is African American girls in grades 9 through 12, especially focused on those who have progressively shown a tendency to move from proficiency and excellence, to basic understanding and underachievement. Using Math and Science assessments, I will be able to identify current achievement gaps between boys and girls as well as the trend in scores from 4th to current grades. Locating the population sample that is both similar in achievement level as well as demographic identifying data, in a homogeneous and a heterogeneous classroom will not be a difficult undertaking, the only issue lies in the difference in their education or those influencing them. There is more ease in the overall generalization about achievement scores and gaps; finding comparable students may set limitations on the generalizability.
A research project I would like to conduct would focus on girls' attitudes towards STEM (science, technology, engineering and mathematics) coursework and the careers in those focused areas. Identification would occur through analysis of Mathematics and Science assessments. Surveying female students in grades 9-12 would allow for the comparison of how their attitudes changed. Including interviews of the chosen students' teachers and parents could help garner understanding of the student's current attitude and any shifts over time. Interviewing a sampling of students and teachers would provide more qualitative data. I would be able generalize about their current attitudes while taking onto consideration the educators that have influenced them for validity purposes. Although the numbers have grown, women are still very much the minority in STEM related careers even in comparison to their overall numbers in the population.
The major threats to internal validity that could be faced in a project like this would be:
- Location: while most of the demographic data might be the same, to take a true sampling of girls throughout the district I might have to reach out to schools that are different in teacher ratio, technology aptitude and availability. Visiting the schools, researching their offerings and staff makeup, and doing a pre-interview might limit this threat some but it cannot be completely absolved.
- History: Changes occur throughout the school year; changes in teachers and administration happen more often now than previously. I cannot truly account or safeguard for this threat to validity but researching teacher retention at the various schools would allow me to pick a school that is more stable.
- Maturation: People and their attitudes change with age, because I am interviewing and observing young girls from grade 6-12, some of the attitude change may just be based on maturation and there is no way to "test" that fact versus influence in the academic setting.
- Regression – Because the issue here is the low test scores there may be extreme differences in the pre-post test data, especially if there are any changes to teacher behavior after the pre-test. Knowing what is being studied may affect behaviors which can also change implementation.
The most effective and important tool that could be used to minimize threats to internal validity would be to choose the most effective and appropriate, instrumentation and design (Fraenkel, Wallen, & Hyun, 2015 p. 181).
Results
The results would be reported in several way; data tables to show the differences by gender and race/ethnicity, data showing achievement levels by grade level, data table comparing achievement in STEM by gender, race from heterogeneous
Survey data would be represented on a graph of the Likert Scale. Interview questions would be transcribed and overall findings analyzed. A few of the interview responses would be provided.
Discussion and Conclusions
The conclusions I am hoping to draw from this study are that African American females through the intervention of a homogeneous classroom and development of teacher attitudes can become more successful, especially in STEM subjects. I believe that the area with most limitations would be causality. While it will be simple to prove lag in academic achievement and differences in achievement, there is no true way to prove that the homogeneous classroom was the largest contributing factor to gains for African American females academically especially in STEM subjects.
Overall this study would be meaningful in improving how we teach girls and minority students. This will also help in realizing the impact teacher attitudes have on students and their future (not just current) academic successes.



References
Farinade, A.A., Chance, L. W. (2012) The Underrepresentation of African American Female Students in STEM Fields: Implications for Classroom Teachers. US-China Education Review. Retrieved from http://files.eric.ed.gov/fulltext/ED533550.pdf

Ferguson, A.A. (2001). Bad Boys: Public schools in the making of Black masculinity. Ann Arbor: University of Michigan Press.

Fraenkel, J.R., Wallen, N.E., and Hyun, H.H. (2015). How to Design and Evaluate Research in Education, 9th Edition. McGraw Hill.

Grossman, J.M. and Porche, M.V. (2013). Perceived Gender and Racial/Ethnic Barriers to STEM Success. Urban Education Vol 49(6) p. 698-727.

Gurian, M., Stevens, K., and Daniels, P. Single-Sex Classrooms Are Succeeding, Educational Horizons, 2009. (n.d.). Retrieved from http://eric.ed.gov/?id=EJ849022

Hawkins, B. D. (2015). Bias and Stereotypes Sideline Girls in STEM. NEA Today. Education Policy.

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Murphy, J. Closing Achievement Gaps: Lessons from the Last 15 Years. The Phi Delta Kappan Vol. 91, No. 3 (Nov., 2009), pp. 8-12 Published by: Phi Delta Kappa International Retrieved from: http://www.jstor.org/stable/40345082

Owl.english.purdue.edu. (2015). Purdue OWL: APA Formatting and Style Guide. Retrieved 23 November 2015, from https://owl.english.purdue.edu/owl/resource/560/01/

Robelen, E. (2012) Evidence Persists of STEM Achievement Gap for Girls. Ed Week.
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Sadker, D., & Sadker, M.P. (1994). Failing at fairness: How our schools cheat girls. New York: Simon and Schuster.