Fostering Science Achievement in Sibling Girls With and Without Disabilities
Successful learning is a critical developmental task for school-age children, and science is a
particularly exciting and relevant area for children to experience success. The inclusion of underrepresented groups in science enriches the diversity of talent that is brought to the field.
However, girls and especially those with learning disabilities are at risk for underachievement in
science. Evidence supports that cognitive factors, for example curiosity, enhance science
achievement. But science achievement in girls may also be enhanced by social-emotional factors
given that interpersonal relationships are particularly important in girls’ development. Therefore,
considering the interaction of cognitive and social-emotional variables may increase our ability
to explain science achievement in both learning disabled and non-disabled girls. My research will
focus on developing and testing a model that proposes relationships among the variables of
sibling relationship quality, curiosity, and science achievement.
Variables and Framework. The current study is grounded in attachment theory, as well as
existing research on curiosity and academic achievement. Sibling relationship quality (Sib Rel
Qual) describes a supportive relationship in which siblings act as a secure base for each other,
thereby providing a safety net that supports exploration. As such, Sib Rel Qual is predicted to
foster curiosity, which is a two-dimensional construct that refers to exploration of new
information and absorption in these activities. Curiosity is hypothesized to mediate the
relationship between Sib Rel Qual and science achievement. Science Achievement refers to
grade-appropriate performance in science learning.
The proposed relationships among these
variables are outlined in the figure. The
Actor Partner Interdependence Model
(APIM)1 is a conceptual and statistical
model for examining relationships
among variables within sibling dyads.
The solid arrows indicate that at least
indirect evidence exists in the literature
in support of that relationship. For
example, research indicates that
curiosity is related to academic
achievement2. Dashed arrows depict that
less evidence exists. For example, research results indicate that supportive relationships with
parents and teachers foster curiosity,2 but little or no research has been done on sibling
relationships, which are also an important influence in a child’s life. Further, the APIM outlines
three interdependent influences for study within the sibling dyads. Actor effects are the influence
a person has on her own outcomes. Partner effects are the influence a girl has on her sibling’s
outcomes. Interdependence is the degree of similarity between two siblings on the same variable.
Hypotheses. Two sets of hypotheses will be tested: 1) All 3 variables are positively related
within person (actor effects) and between siblings (partner and interdependent effects). An
example of the actor effect is: higher Sib. Rel. Qual of Sibling-A (disabled) contributes to higher
levels of curiosity in Sibling-A. An example of the partner effect is: higher Sib. Rel. Qual of
Sibling-B (non-disabled) contributes to higher levels of curiosity in Sibling-A (disabled).
2) The second set of hypotheses proposes that curiosity is a mediating variable between Sib Rel
Qual and Sci Achiev among disabled and non-disabled girls.
Methodology. I will conduct two studies (both multi-method) to test the proposed relationships
in the APIM model. Study 1, my master’s thesis, will employ a cross-sectional design to refine
the measures and methods, and provide an initial test of the model. Study 2, my dissertation, will
use the refined measures and methods to test the model rigorously using a three-wave
longitudinal design, spanning the transition from elementary to middle school. This transition
provides an important lens for studying salient changes that occur in siblings’ lives when there
are new social, emotional, and cognitive demands. Both studies will involve three groups of
female sibling dyads: 1) the older sibling is disabled, 2) the younger sibling is disabled, and 3)
neither sibling is disabled. Including these three groups will account for influences attributable to
birth order, as well as the presence or absence of disability in the relationship.
Sample. School-age sibling dyads will be recruited from schools and after-school
programs. Limiting the sample to girls controls for gender influences in sibling relationships and
addresses the need for more research on science achievement in girls.
Measures. Sib Rel Quality will be measured by two approaches: (a) Attachment
Inventory of Siblings interview and (b) structured observation of play behavior. Curiosity will be
measured by (a) the Curiosity and Exploratory Index, adapted for child self-report, and (b) an
observational measure, the Curiosity Index of Motor Activity. Science Achievement will be
measured by (a) teacher report, and (b) the science components of the Arizona Instrument to
Measure Standards (AIMS) and the Stanford Achievement Test (SAT).
Feasibility. To ensure ability to recruit and retain this population, I have established ongoing
collaboration with Dr. Michelle Perfect who has expertise and a successful research program in
disability and psycho-education. Dr. Perfect’s connections in the community will help ensure
that I obtain an adequate sample size. To obtain systematic observations of children’s behavior, I
will use the fully-equipped Lang Lab at the University of Arizona, which includes a living
room/play set-up as well as state of the art audio-visual recording capacity. I also have excellent
resources for data management and analysis. Part of my coursework next year will include
multilevel and structural equation modeling, and my advisor, Dr. Emily Butler, has extensive
expertise in statistical models appropriate for dyadic longitudinal data.
Intellectual Merit. There is a dearth of research on how sibling relationships and curiosity
influence science achievement, and particularly in reference to disabled girls for whom these
factors may be all the more beneficial. Research results can be transformative in advancing
knowledge about the role of key variables across levels of analysis (cognitive and socioemotional) in promoting science achievement in these underrepresented populations.
Broader Impacts. The outcomes of this research will enhance current efforts to bring more girls,
with and without disabilities into scientific fields, and will introduce new ideas about sibling
relationships and disability in fostering science achievement. Results may be used to inform
programs, interventions, and educational curricula that promote academic success (with a focus
on science) in students with disabilities and females. The results will be published and presented
in scholarly arenas, and will also be presented to various interest groups, including primary
school educators and parents. As girls, and especially more learning disabled girls, navigate their
way through primary and secondary education, it is imperative that we find ways to promote
healthy development to foster their academic success in science. I look forward to advancing
scientific knowledge and increasing opportunities for scientific learning by pursuing this
challenging program of research.
1. Kenny, D. (1996). Models of nonindependence in dyadic res. J of Social and Personal Relationships, 13,279-294.
2. Silvia, P. J., & Kashdan, T. B. (2009). Interesting things and curious people: Exploration and engagement as
transient states and enduring strengths. Social Psychology and Personality Compass, 3, 785-797.