Enhancing Participation Research Project: Minority Status and Stereotypes: The Benefits and Consequences as they Relate to STEM Participation and Success at an HBCU

霍华德大学要求支持一项名为“少数族裔地位和刻板印象：与HBCU STEM参与和成功相关的利益和后果”的HBCU扩大STEM教育参与研究项目。拟议的项目将采用混合方法研究设计，以检查国内和国际黑人STEM本科生在学术成就方面的群体内种族差异。它将调查影响这些学生学业经历的因素。具体而言，本研究将运用文化生态学理论和认同理论来理解群体内的差异；探讨黑人STEM学生的少数民族地位、刻板印象、刻板期望以及学术和种族认同；并考察学生对模范少数族裔刻板印象的熟悉程度，以及他们在STEM领域的参与和成功。所提出的研究可以潜在地推进关于如何更好地为教师在多元文化环境中教学做准备的知识。研究结果还可以用来减轻对国内和国际黑人学生的刻板印象，并对多个学科产生影响。

Howard University requests support for an HBCU-UP Broadening Participation Research in STEM education project entitled Minority Status and Stereotypes: The Benefits and Consequences as they relate to STEM Participation and Success at an HBCU. The proposed project will employ a mixed-methods research design to examine within-group ethnic differences between domestic and international black STEM undergraduates relative to academic achievement. It will investigate factors that impact the academic experiences of these students. Specifically, the study will apply cultural ecology theory and identity theory to understand within-group distinctions; explore minority status, stereotypes, and stereotyped expectations, and academic and ethnic identity among black STEM students; and examine students familiarity with experiences characterized by the model minority stereotype in conjunction with their participation and success in STEM. The proposed research can potentially advance the knowledge about how to better prepare faculty to teach in multi-cultural environments. The results can be used also to mitigate stereotyping of both domestic and international black students and has implications for multiple disciplines.