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、实施、研究、维持、传播并开始在国家一级扩大、复制和复制目前的多维加州AGEP联盟模式。该联盟是为响应美国国家科学基金会研究生教育联盟和教授(AGEP)计划征集(NSF 16-552)而创建的。AGEP计划致力于增进有关模式的知识，以改善在特定STEM学科和/或STEM教育研究领域中历史上代表性不足的少数族裔(URM)研究生、博士后研究员和教员获得教授和成功的途径。AGEP转型联盟开发、复制或复制；通过综合教育和社会科学研究，实施和研究转变博士教育的博士论文阶段、博士后培训和/或教师晋升，以及STEM和/或STEM教育研究生涯中URM内部和跨路径层面的过渡的模式。由于我国面临URM与非URM本科生和研究生之间的STEM成就差距，我们的大学和学院努力招聘、留住和提升URM STEM教师，他们是URM学生学习、合作和效仿的榜样和学术领袖。NSF最近的报告显示，URM STEM副教授和正教授在所有四年制学院和大学中占据了8%的高级教职职位，在全国最密集的研究机构中约占6%。加州AGEP联盟II有潜力推进一个模式，以改善URM在STEM教员职位上的代表性，最终为全国各地的STEM本科生和研究生提供URM STEM榜样。加州AGEP联盟II将完善该模型的实践社区、研究交流、指导和专业发展部分，同时显著增加向与研究生和博士后研究员一起工作的教职员工传播关于公平和包容性教育和指导实践的最新知识。综合研究将继续调查身份、结构和归属感的交集，目标包括：1)牢固确立结构化研究生课程作为核心解释变量的作用，这是学生群体在参与研究方面存在显著差异的原因；2)检查归属感与结构的同时作用，沿着这两个轴线绘制STEM系的“心理空间”，并检查结构和归属感的相互作用；以及3)聚焦于学生被污名化的身份可能对结构和归属感特别敏感的方式。将使用人种学和定量研究方法来解决调查中的研究问题。AAAS Trellis计划将为合作机构的合作努力提供一个在线平台，向全国STEM社区传播示范信息，并将联盟参与者与公共和私人组织联系起来。外部项目评价小组将由弗洛拉·麦克马丁博士领导，他还将与联盟内部评价/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团队提供咨询意见。

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.