GSE/RES. Supportive Communities: How Gender Impacts the Native American Experience in STEM Fields.

GSE/RES。

• 批准号: 0936647
• 负责人: Jessi Smith
• 金额: $ 21.79万
• 依托单位: Montana State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-02-01 至 2015-01-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0936647&HistoricalAwards=false
• 关键词: GSE; RES.; Supportive; Communities; How

INTELLECTUAL MERITThis study will investigate how Native American men and women differentially negotiate cultural expectations as well as social support structures to persist in STEM (Science Technology, Engineering and Math) disciplines. The researchers hypothesize that Native American cultural roles may intersect with perceived gender roles to either enhance or undermine student?s persistence in STEM disciplines. Further, the study is based on the hypothesis that Native American men and women differentially interact with formal and informal support structures in a university setting and may benefit from different specific interventions in pursuing STEM careers.The project has two aims:Aim 1: Investigate how the gendered experiences of Native American men and women influence their persistence in STEM disciplines.Aim 2: Investigate how specific formal and informal support structures differentially benefit Native American men and Native American women in STEM disciplines.The study will follow 240 total Native American men and women in STEM majors at 2 institutions, Montana State University and Northern Arizona University, and perform in-depth interviews with at least 60 of these students. Researchers will examine the differential impact across gender of social support structures, informal academic support structures, and formal academic support program and of the persistence of these students in STEM, with the goal of identifying the specific structures that lead to Native American student persistence in STEM. The study utilizes a mixed-method, longitudinal approach of quantitative analysis using well-validated instruments, and qualitative analysis of open-ended survey responses and in-depth interviews.BROADER IMPACTSNative American students are underrepresented in higher education, particularly in science and engineering. Native Americans represent 1.6% of college-age students, but are awarded less than 1% of college degrees, and only about 0.7% of science and engineering bachelor degrees. Additionally, there is a gender disparity in the makeup of Native American students in educational settings. Since 1994, the increase in Native American students entering college appears to be due mostly to the increased enrollment of Native American women. It is therefore critical to study impact of gender on Native American student success; both in relationship to mainstream cultural expectations associated with gender as well as gendered expectations that may stem from traditional Native cultures. The study will identify specific social and academic support structures important for Native American men?s and women?s persistence in STEM, and expect to make concrete, data-driven recommendations to academic institutions that lead to more equitable learning environments for Native students in these disciplines.This award is co-funded by the EPSCoR and the Research on Gender in Science and Engineering programs.

智力优势本研究将调查美国原住民男性和女性如何差异化地协商文化期望和社会支持结构，以坚持 STEM（科学技术、工程和数学）学科。研究人员推测，美洲原住民的文化角色可能与感知到的性别角色相交叉，从而增强或削弱学生对 STEM 学科的坚持。此外，该研究基于以下假设：美国原住民男性和女性在大学环境中与正式和非正式支持结构的互动存在差异，并且可能从追求 STEM 职业的不同具体干预措施中受益。该项目有两个目标：目标 1：调查美国原住民男性和女性的性别经历如何影响他们在 STEM 学科中的坚持。目标 2：调查特定的正式和非正式支持结构如何在 STEM 学科中对美国原住民男性和美国原住民女性产生不同的好处。该研究将遵循240 对蒙大拿州立大学和北亚利桑那大学 2 所院校 STEM 专业的美国原住民男女总数进行了调查，并对其中至少 60 名学生进行了深度访谈。研究人员将研究社会支持结构、非正式学术支持结构和正式学术支持计划以及这些学生坚持 STEM 的不同性别影响，目的是确定导致美国原住民学生坚持 STEM 的具体结构。该研究采用混合方法、纵向定量分析方法，使用经过充分验证的工具进行定量分析，并对开放式调查答复和深入访谈进行定性分析。影响更广泛 美国原住民学生在高等教育中的代表性不足，特别是在科学和工程领域。美洲原住民占大学适龄学生的 1.6%，但获得的大学学位不到 1%，仅约占科学和工程学士学位的 0.7%。此外，教育环境中美国原住民学生的构成也存在性别差异。自 1994 年以来，进入大学的美国原住民学生数量的增加似乎主要是由于美国原住民女性入学人数的增加。因此，研究性别对美国原住民学生成功的影响至关重要；既与与性别相关的主流文化期望有关，也与可能源于传统土著文化的性别期望有关。该研究将确定对美国原住民男性和女性坚持 STEM 至关重要的具体社会和学术支持结构，并期望向学术机构提出具体的、数据驱动的建议，为这些学科的原住民学生创造更公平的学习环境。该奖项由 EPSCoR 和科学与工程性别研究项目共同资助。