CAREER:Broadening Participation in STEM: Intersectional and Institutional Influences on Underrepresented Minorities' College and Career Pathways in Longitudinal Perspective

职业：扩大 STEM 参与：纵向视角对代表性不足的少数族裔大学和职业道路的交叉和制度影响

• 批准号: 1453213
• 负责人: Sarah Ovink
• 金额: $ 45.34万
• 依托单位: Virginia Polytechnic Institute and State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-02-15 至 2022-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1453213&HistoricalAwards=false
• 关键词: CAREER; Broadening; Participation; STEM; Intersectional

The Faculty Early Career Development (CAREER) program is a National Science Foundation (NSF)-wide activity that offers awards in support of junior faculty who exemplify the role of teacher-scholars through outstanding research, excellent education, and the integration of education and research within the context of the mission of their organizations. In a post-recession context of rising income inequality, the importance of a college degree to the attainment of financial stability remains critical. This project looks at ways to address this continuing problem for underrepresented minority (URM) undergraduate students in STEM disciplines at Virginia Polytechnic Institute and State University (VT). The research is significant since college achievement, persistence and career attainment in STEM remain unequal by gender, race/ethnicity, and family income, both within and across group categories. Therefore, this research will examine continuing intersectional inequalities and explore what can be done to improve institutional policies and practices that might be promoting such conditions at VT. This research aligns well with the university President's Inclusion and Diversity Executive Council?s agenda, recently reorganized to advance a bold agenda for providing advocacy for inclusion programs and services throughout the university system.The principal investigator's (PI) research will capitalize on the inclusion agenda through two overarching goals. The first goal is to identify and examine individual and institutional influences that lead to variance in college persistence, graduation and career outcomes by gender, race/ethnicity, and family income. The second goal is multi-tiered and aims to increase the number and diversity of professionals conducting STEM research through training and mentoring of graduate and undergraduate students. This goal also increases the use of mixed-methodology by graduate and undergraduate students relative to postsecondary research; career trajectories; and the retention, graduation, and successful career attainment among targeted URM. This study is potentially transformative in that existing studies focus more on monolithic explanations for male or female pathways rather than intersectional inequalities.The PI builds this project on an intersectional framework combining theories of structure and sociological gender theory to examine how the confluence of individual beliefs (meanings and utility) and institutional practices (policies and programs) in the college context affect student achievement, persistence, and college and degree attainment across categories of difference. The PI will use longitudinal in-depth interviews and secondary survey data to examine these individual and institutional factors. The in-depth interviews will be conducted in five waves with 500 URM undergraduate students. Additional focus group interviews will be conducted by dyads of peer interviewers. Surveys will be specific to VT and include multi-year common datasets as well as those administered to freshman, seniors, and other class levels on student enrollment, persistence, graduation rates, and financial aid. Data from the interviews and surveys will be analyzed to determine what steps VT might take to increase the participation of URM undergraduate students in STEM careers. The findings will also be disseminated nationally and internationally to fill gaps in the literature about how addressing intersectional inequalities might substantially improve URM participation in STEM.

教师早期职业发展（CAREER）计划是美国国家科学基金会（NSF）范围内的活动，提供奖励，以支持初级教师谁通过杰出的研究，优秀的教育，以及教育和研究的整合在其组织的使命的背景下，发挥教师学者的作用。在经济衰退后收入不平等加剧的背景下，大学学位对实现金融稳定的重要性仍然至关重要。这个项目着眼于如何解决这一持续存在的问题，为代表性不足的少数民族（URM）本科生在干学科在弗吉尼亚理工学院和州立大学（VT）。这项研究意义重大，因为STEM的大学成绩，持久性和职业成就在性别，种族/民族和家庭收入方面仍然不平等，无论是在群体内部还是群体之间。因此，本研究将探讨持续的交叉不平等，并探讨可以做些什么来改善机构政策和做法，可能会促进这种条件在VT。这项研究符合大学校长的包容性和多样性执行理事会？的议程，最近重新组织，以推进一个大胆的议程，为整个大学系统的包容性计划和服务提供宣传。首席研究员（PI）的研究将通过两个总体目标利用包容性议程。第一个目标是确定和检查个人和机构的影响，导致差异在大学的持久性，毕业和职业生涯的结果，性别，种族/民族，和家庭收入。第二个目标是多层次的，旨在通过对研究生和本科生的培训和指导，增加从事STEM研究的专业人员的数量和多样性。这一目标还增加了研究生和本科生相对于中学后研究的混合方法的使用;职业轨迹;以及目标URM之间的保留，毕业和成功的职业成就。这项研究具有潜在的变革性，因为现有研究更多地关注对男性或女性途径的整体解释，而不是交叉不平等。PI将该项目建立在结合结构理论和社会学性别理论的交叉框架上，以研究个人信仰的融合（意义和效用）和机构做法（政策和计划）在大学环境中影响学生的成绩，坚持，以及大学和学位的获得跨类别的差异。PI将使用纵向深入访谈和二次调查数据来研究这些个人和机构因素。深度访谈将分五波进行，共有500名URM本科生参加。其他焦点小组访谈将由成对的同行访谈员进行。调查将针对VT，包括多年的通用数据集以及针对新生、高年级和其他班级的学生入学率、持续性、毕业率和经济援助数据集。将分析访谈和调查的数据，以确定VT可能采取哪些步骤来增加URM本科生在STEM职业中的参与。调查结果还将在国内和国际上传播，以填补文献中关于解决交叉不平等如何可能大大改善URM参与STEM的空白。