Using Validation Theory to Enhance the Recruitment, Retention and Success of Academically Talented Low-Income STEM Students at a Rural Institution.

内布拉斯加州卫斯理大学(NWU)生物、化学、数学和物理系将招收14名既有学术天赋又有未得到满足的经济需求的新学生，他们将攻读这些学科的专业。该计划将为他们提供奖学金以及学术和社会支持，包括定向、Archway研讨会、教师咨询和指导、辅导和补充指导、职业探索、实习、研究项目、队列住房、务虚会和定期队列会议，使他们能够在四年内毕业并在STEM领域成功地接受研究生教育或从事职业生涯。该项目将同时加深对进入STEM学科的有才华的低收入学生(通常来自小型农村学校)的招生、保留、毕业和毕业后成功的影响因素的更深入的理解和增加的知识。该项目包括对当前机构实践的深入审查，以解决以下研究问题：1)STEM教师如何调整课程和教学规范，以培养学生的自我效能感和科学认同感？2)从学生的角度来看，哪些经历影响STEM教育的坚持性和成功？这项研究将有助于了解验证、自我效能、科学认同感和响应文化的教学方法与STEM坚持和成功之间的关系，特别是对于来自低收入背景的本科生。本次调查的结果通过出版物、在专业会议和会议上的陈述以及通过项目网站和相关媒体与STEM教育界分享。该项目的预期影响还包括加强招聘渠道，将许多偏远农村高中的有学业天赋、经济困难的学生引导到STEM职业生涯；通过为地区雇主建立更多、准备更好的STEM劳动力来刺激经济增长；以及加强与企业和专业校友的接触。

The Nebraska Wesleyan University (NWU) Departments of Biology, Chemistry, Mathematics and Physics will recruit 14 new students who are both academically talented and have unmet financial need to pursue majors in these disciplines. The program will provide them with scholarships, and academic and social support, including orientation, Archway Seminar, faculty advising and mentoring, tutoring and Supplemental Instruction, career exploration, internships, research projects, cohort housing, and retreat and regular cohort meetings, to enable them to graduate in four years and successfully pursue either graduate education or a career in a STEM field. The project will simultaneously develop a deeper understanding and increased knowledge of the factors that affect the recruitment, retention, graduation, and post-graduation success of talented low-income students entering STEM disciplines, often from small rural schools.The project includes an in-depth examination of current institutional practices to address the following research questions: 1) How can STEM faculty adjust curricular and pedagogical norms to foster self-efficacy and the development of a science identity in students? 2) From a student perspective, what experiences influence persistence and success in STEM education? The study will contribute to the knowledge regarding the connections between validation, self-efficacy, science identity and culturally responsive pedagogy, and STEM persistence and success, especially in regards to undergraduate students from low-income backgrounds. The results of this inquiry shared with the STEM education community via publications, presentations at professional meetings and conferences, and via the project website and related media. The project's expected impact also includes strengthening recruitment channels that will steer academically talented, financially needy students from many remote rural high schools to STEM careers; spurring economic growth by building a larger, better-prepared STEM workforce for area employers; and strengthening engagement with businesses and professional alumni.