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HBCU-UP扩大STEM教育参与研究的项目，题为“少数群体地位和陈规定型观念：与HBCU的STEM参与和成功有关的好处和后果”。拟议的项目将采用混合方法研究设计，以考察国内和国际黑人STEM本科生在学习成绩方面的群体内种族差异。它将调查影响这些学生学术经历的因素。具体地说，这项研究将应用文化生态理论和认同理论来理解群体内的差异；探索黑人STEM学生中的少数群体地位、刻板印象和刻板印象期望以及学术和种族认同；并结合学生在STEM中的参与和成功，考察他们对以模范少数群体刻板印象为特征的经历的熟悉程度。这项拟议的研究可能会促进关于如何更好地为教师在多元文化环境中授课做好准备的知识。这一结果也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.