Multiple Consciousnesses: Investigating The Identities (Academic, Gender, Race and Disability) Of Black Women Undergraduate Students In STEM And Their Impact On Persistence

历史上的黑人学院和大学-本科生方案支持研究项目，这些项目旨在研究影响非裔美国学生在科学、技术、工程和数学本科教育中的不同参与率和毕业率的根本问题。 这个奖项给霍华德大学是共同资助的EHR核心研究（ECR）计划，特别是在残疾人教育领域的ECR研究特别感兴趣。ECR强调基础STEM教育研究，产生该领域的基础知识。霍华德大学与其他三所历史上的黑人大学--摩根州立大学、汉普顿大学和大草原景观大学--合作，对STEM领域的黑人女本科生进行了一项大型实证研究。该项目的总体目标是调查他们现有身份（性别，种族和残疾）的交叉性，以及他们作为STEM学生在获得学位的过程中获得的身份，以及交叉性对他们的参与，保留和成功的影响。该项目由一名评价员和一个外部咨询委员会指导。几十年来，研究人员一直在研究与扩大STEM中代表性不足的个人的参与，保留和成功相关的问题。然而，关于黑人妇女的数据有限，随着时间的推移，她们在现有人才库中所占的比例越来越大。过去对STEM中妇女和黑人的研究并没有集中在种族，性别和残疾的身份上。黑人和女性的身份独特地影响着学生达到学位目标和在STEM职业生涯中取得成功的途径。该研究将调查现有身份（性别，种族和残疾）的交叉性的影响，以及他们作为STEM学生获得的学术身份。研究人员将使用三角测量混合方法纵向收集定性和定量数据，以了解参与者从大一到大四的观点和经验。此外，自认为是残疾人的参与者将被邀请参加半结构化面试。将采用有目的的抽样，以确保有足够数量的残疾学生参与项目的定性数据收集。一旦数据收集和分类，学生的教育经验的差异沿着种族，种族认同，性别认同，残疾和学术专业的变量将被检查。预计更好地了解这些妇女身份的复杂性将为包容性做法提供信息，特别是在大学一级，并可能成为成功的预测因素。

The Historically Black Colleges and Universities - Undergraduate Program supports research projects that seek to study the underlying issues affecting the differential participation and graduation rates in science, technology, engineering and mathematics (STEM) undergraduate education of African American students. This award to Howard University is co-funded by the EHR Core Research (ECR) program, specifically the ECR Research in Disabilities Education area of special interest. ECR emphasizes fundamental STEM education research that generates foundational knowledge in the field. Howard University has teamed with three other Historically Black Universities - Morgan State University, Hampton University, and Prairie View A & M University - to conduct a large empirical study of Black women undergraduate students in STEM. The overall goal of the project is to investigate the intersectionality of their existing identities (gender, race and disability) and the identity that they acquire as STEM students on their way to earning a degree and the impact of the intersectionality on their participation, retention and success. The project is guided by an evaluator, as well as an external advisory committee. For decades, researchers have examined the issues related to broadening the participation, retention, and success of individuals underrepresented in STEM. However, there is limited data on Black women, who over time have become an increasingly larger portion of the available talent pool. Past research on women and Blacks in STEM has not focused on the identities of race, gender and disability. The identity of being Black and female uniquely influences the pathways that students take to reach degree goals and be successful in STEM careers. The study will investigate the impacts of the intersectionality of existing identities (gender, race and disability) and the academic identity that they acquire as STEM students. The researchers will use a triangulation mixed methods approach to longitudinally collect qualitative and quantitative data to learn participants' perspectives and experiences from freshman to senior year. Additionally, those participants who self-identify as a person with disabilities will be invited to participate in a semi-structured interview. Purposive sampling will be employed to ensure an adequate number of students with disabilities participate in the project's qualitative data collection. Once data are collected and disaggregated, the variance in the educational experiences of students along the variables of ethnicity, racial identity, gender identity, disability, and academic major will be examined. It is anticipated that a better understanding of the complexity of the identities of these women will inform inclusion practices, particularly at the collegiate level, and perhaps serve as a predictive element in success.