California AGEP Model to Increase the Success of Underrepresented Minority Postdoctoral Fellows Becoming Faculty in Mathematics, Engineering and Physical and Computer Sciences

加州大学伯克利分校将与加州大学洛杉矶分校、斯坦福大学和加州理工学院共同领导一个区域网络，以完善、执行、研究、维持、传播并开始在国家一级扩大、复制和推广目前的多层面加州老龄和增强两性平等伙伴关系联盟模式。 该联盟是为了响应NSF的研究生教育联盟和教授（AGEP）计划征集（NSF 16-552）而创建的。 AGEP计划旨在推进有关模型的知识，以改善历史上代表性不足的少数民族（URM）研究生，博士后研究员和教师在特定STEM学科和/或STEM教育研究领域的教授和成功途径。 AGEP转型联盟发展、复制或再生产;实施和研究，通过综合教育和社会科学研究，模式，以改变博士教育的论文阶段，博士后培训和/或教师的进步，以及内部和跨途径水平的过渡，URM在STEM和/或STEM教育研究事业中的作用。由于我们的国家面临着URM和非URM之间的STEM成就差距，URM的本科生和研究生，我们的大学和学院努力招聘，留住和促进URM STEM教师谁作为榜样和学术领袖URM学生学习，工作和效仿。 最近的NSF报告表明，URM STEM副教授和正教授占据了所有4年制学院和大学的高级教师职位的8%，在美国最研究密集型的机构中，这些职位约占6%。加州AGEP联盟II有可能推进一种模式，以提高URM在STEM教师职位的代表性，最终为全国高等教育机构的STEM本科生和研究生提供URM STEM榜样。加州AGEP联盟II将完善实践社区，研究交流，该模式的指导和专业发展组成部分，同时大大增加了国家的传播，关于公平和包容性的教育和指导实践的艺术知识，以教师谁与研究生和博士后研究员工作。 综合研究将继续调查身份，结构和归属感的交叉点，包括目标1）牢固确立结构化研究生课程作为核心解释变量的作用，解释学生群体在研究参与方面的显着差异; 2）研究归属感与结构的同时作用，作为绘制STEM部门“心理空间”的两个轴沿着，研究结构与归属感的相互作用; 3）关注学生被污名化的身份对结构和归属感特别敏感的方式。 民族志和定量研究方法将用于解决调查中的研究问题。 AAAS网格计划将为合作机构的合作努力提供一个在线平台，用于向国家STEM社区传播模型信息，并将联盟参与者与公共和私人组织联系起来。 外部项目评估小组将由植物群麦克马丁博士领导，他还将与联盟内部评估/数据收集工作人员密切合作。外部咨询委员会将通过年度协商向项目小组提供咨询意见。

The University of California-Berkeley will lead a regional network with the University of California-Los Angeles, Stanford University and the California Institute of Technology to refine, implement, study, sustain, disseminate and begin expanding, reproducing and replicating the current multi-dimensional California AGEP Alliance model at the national level. This alliance was created in response to the NSF's Alliances for Graduate Education and the Professoriate (AGEP) program solicitation (NSF 16-552). The AGEP program seeks to advance knowledge about models to improve pathways to the professoriate and success of historically underrepresented minority (URM) graduate students, postdoctoral fellows and faculty in specific STEM disciplines and/or STEM education research fields. AGEP Transformation Alliances develop, replicate or reproduce; implement and study, via integrated educational and social science research, models to transform the dissertator phase of doctoral education, postdoctoral training and/or faculty advancement, and the transitions within and across the pathway levels, of URMs in STEM and/or STEM education research careers.As our nation is confronted with a STEM achievement gap between URM and non-URM undergraduate and graduate students, our universities and colleges struggle to recruit, retain and promote URM STEM faculty who serve as role models and academic leaders for URM students to learn from, to work with and to emulate. Recent NSF reports indicate that URM STEM associate and full professors occupy 8% of the senior faculty positions at all 4-year colleges and universities and about 6% of these positions at the nation's most research-intensive institutions. The California AGEP Alliance II has the potential to advance a model to improve the representation of URMs in STEM faculty positions, eventually providing URM STEM role models to STEM undergraduate and graduate students at postsecondary academic institutions across the Nation.The California AGEP Alliance II will refine the community-of-practice, research exchange, mentoring and professional development components of the model while significantly increasing the dissemination of state-of-the art knowledge about equitable and inclusive educational and mentoring practices to faculty who work with graduate students and postdoctoral fellows. The integrated research will continue investigating the intersections of identity, structure and belonging, including goals 1) to firmly establish the role of a structured graduate program as a core explanatory variables that accounts for significant disparities among student groups in research participation; 2) to examine the simultaneous role of belonging, alongside structure, as two axes along which to map the "psychological space" of STEM departments, and to examine the interplay of structure and belonging; and 3) to zero in on the ways in which students' stigmatized identities may be particularly sensitive to structure and belonging. Ethnographic and quantitative research methods will be used to address the research questions under investigation. The AAAS Trellis program will provide an online platform for the partnering institutions' collaboration efforts, for disseminating model information to a national STEM community, and for linking participants in the alliance with public and private organizations. The external project evaluation team will be led by Dr. Flora McMartin, who will also collaborate closely with the alliance internal evaluation/data collection staff. An external advisory board will provide advice to the project team through annual consultation.