多元化科学：在结构化研究项目中代表性不足的学生经历。
Diversifying Science: Underrepresented Student Experiences in Structured Research Programs.
作者信息
Hurtado Sylvia, Cabrera Nolan L, Lin Monica H, Arellano Lucy, Espinosa Lorelle L
机构信息
University of California, 405 Hilgard Ave., 3005 Moore Hall, Los Angeles, CA 90095-1521, USA.
出版信息
Res High Educ. 2009 Mar;50(2):189-214. doi: 10.1007/s11162-008-9114-7.
Abstract
Targeting four institutions with structured science research programs for undergraduates, this study focuses on how underrepresented students experience science. Several key themes emerged from focus group discussions: learning to become research scientists, experiences with the culture of science, and views on racial and social stigma. Participants spoke of essential factors for becoming a scientist, but their experiences also raised complex issues about the role of race and social stigma in scientific training. Students experienced the collaborative and empowering culture of science, exhibited strong science identities and high self-efficacy, while developing directed career goals as a result of "doing science" in these programs.
摘要
本研究针对四所设有本科生结构化科学研究项目的机构，重点关注代表性不足的学生如何体验科学。焦点小组讨论中出现了几个关键主题：学习成为研究科学家、科学文化体验以及对种族和社会耻辱感的看法。参与者谈到了成为科学家的关键因素，但他们的经历也引发了关于种族和社会耻辱感在科学培训中作用的复杂问题。学生们体验到了科学的合作性和赋权性文化，展现出强烈的科学身份认同和高自我效能感，同时由于在这些项目中“从事科学研究”而确立了明确的职业目标。
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