Broadening Participation Research Grant: Fostering Retention in STEM Disciplines at Historically Black Colleges and Universities

扩大参与研究补助金：促进传统黑人学院和大学对 STEM 学科的保留

• 批准号: 1238786
• 负责人: Vivian Carter
• 金额: $ 35万
• 依托单位: Tuskegee University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-09-15 至 2016-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1238786&HistoricalAwards=false
• 关键词: Broadening; Participation; Research; Grant; Fostering

The Tuskegee University HBCU-UP Broadening Participation Research in STEM Education project is entitled Fostering Retention in STEM Disciplines at Historically Black Colleges and Universities. The proposed study will examine the interplay between psychosocial and academic structural factors that affect retention of minority students at HBCUs. The objectives are to (1) determine the most prominent psycho-social factors that affect student retention in STEM programs; (2) identify the structural factors that lead to the successful retention of students in STEM programs; (3) gain insight into the issues that influence the effectiveness of those structural factors; and (4) develop a manual describing suggestions for best practices.The proposal frames the study by presenting a synthesis of the literature in a model of psychological and sociological influences on STEM retention at HBCUs. The PIs intend to build upon this model to describe what HBCUs are doing to foster student success. The study will employ a mixed methods approach to collect and analyze data from students, faculty, administrators and other non-faculty personnel, and successful graduates of STEM programs from HBCUs in order to investigate three research questions:1. What psycho-social factors (emotional, motivational, and social factors) appear to affect the retention of students in STEM disciplines at HBCUs? In what ways are these effects manifested?2. How do structural factors (tangible resources, availability of mentors, supportive programs, etc.) influence retention rates in STEM disciplines at HBCUs?3. What influence, if any, do psycho-social factors (emotional factors, motivational factors, social factors) appear to have on the effectiveness of structural factors which are intended to support student retention in STEM disciplines? The study will be guided by a multidisciplinary team of faculty specializing in education, social and behavioral sciences, and mathematics, and it will be conducted in collaboration with other HBCUs. Through the use of a community-based participatory research methodology, the PIs expect to produce results that will have practical benefits to the larger community. More specifically, the study may provide guidance that will translate into a set of best practices for HBCUs and non-HBCUs seeking to increase minority student retention in STEM, particularly at the freshman and sophomore levels.

塔斯基吉大学hbcu-up扩大参与研究在干教育项目是题为促进保留在干在历史上黑人学院和大学。拟议的研究将探讨影响少数民族学生在HBCU保留的心理社会和学术结构因素之间的相互作用。目标是（1）确定影响学生在STEM课程中保留的最突出的心理社会因素;（2）确定导致学生成功保留STEM课程的结构因素;（3）深入了解影响这些结构因素有效性的问题;以及（4）制定一份手册，描述最佳实践的建议。该建议通过在HBCU对STEM保留的心理和社会学影响模型中提出文献综合来构建研究。PI打算在此模型的基础上描述HBCU正在做什么来促进学生的成功。该研究将采用混合方法收集和分析来自学生，教师，管理人员和其他非教师人员以及HBCU STEM课程成功毕业生的数据，以调查三个研究问题：1.什么心理社会因素（情感，动机和社会因素）似乎会影响HBCU STEM学科学生的保留？这些影响以何种方式表现出来？2.结构性因素（有形资源、导师的可用性、支持性计划等）影响HBCU STEM学科的保留率？3.什么影响，如果有的话，做心理社会因素（情感因素，动机因素，社会因素）似乎有结构性因素，旨在支持学生保留在STEM学科的有效性？该研究将由一个专门从事教育，社会和行为科学以及数学的多学科教师团队指导，并将与其他HBCU合作进行。 通过使用以社区为基础的参与性研究方法，PI期望产生对更大社区有实际利益的结果。更具体地说，这项研究可能会提供指导，将转化为一套最佳做法，为HBCU和非HBCU寻求增加少数民族学生在STEM的保留，特别是在大一和大二的水平。