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

霍华德大学请求支持一个HBCU-UP扩大参与研究在干教育项目题为少数民族地位和陈规定型观念：利益和后果，因为它们涉及干参与和成功的HBCU。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本科生之间相对于学术成就的组内种族差异。它将调查影响这些学生的学术经验的因素。具体来说，该研究将运用文化生态理论和身份理论来了解群体内的差异;探索少数民族地位，刻板印象和刻板印象的期望，以及黑人STEM学生的学术和种族认同;并检查学生对以少数民族刻板印象为特征的经验的熟悉程度，以及他们在STEM中的参与和成功。拟议的研究可以潜在地推进有关如何更好地准备教师在多元文化环境中教学的知识。研究结果也可用于减轻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.