NSF INCLUDES: Northern New Mexico STEM Mentor Collective

摘要：我们的目标是通过培训我们成功的大学生在我们的学校作为榜样，打破我们的农村土著（18%的美洲原住民和82%的西班牙裔）社区贫困的多代循环。贫穷导致教育愿望和期望低下，困扰着我们整个社会。因此，它的破坏需要我们整个社会的集体努力。我们的集体联合了两所地方公立大学，3所学校系统，2个图书馆，1个博物馆，1个国家实验室和4个致力于青年发展的地方组织。我们将共同致力于提高STEM（科学，技术，工程和数学）主题的愿望和期望，因为9年级学生的STEM缺陷使他们面临辍学的风险，而11年级和12年级学生的STEM缺陷使他们无法在大学攻读STEM专业，因此无法追求高薪的STEM职业。我们将通过培训，安置，支持和评估成功的本科生榜样的土著STEM导师团的影响来实现这一目标。通过改变STEM的愿望和期望，同时提高他们自己的自我效能感，我们期望这个军团补充自己，从而永久地增加国家的流动？的土著人口进入STEM专业和职业？符合NSF？我们的使命是促进科学的进步，同时推进国家的健康，繁荣和福利。我们更广泛的目标是集中社区利益相关者的多元化集体的人才和精力，赋予当地大学生权力，以解决和解决直接影响社区的STEM差距？的福祉的方式，是普遍适用于其他边缘化社区。我们项目的范围由六个紧密结合的新项目定义：三个将土著STEM导师带给学生，一个培训导师，一个培训学员重视和发展他们的导师网络，一个培训教师与我们在STEM中合作。我们的项目的智力价值不仅在于它断言，真正的STEM导师将在他们的社区发挥巨大的影响力，同时增加他们自己的自我效能感，但在创建和仔细应用的工具，评估的因素，决定青少年？对STEM未来的态度、职业兴趣和行为;以及导师？通过STEM项目自我发展和进步的意识。更确切地说，评估的计划有可能澄清两个重要的问题，大学年龄的导师在学校的作用：（1）到什么程度是保护？的学业成绩和感知的学业能力中介的导师？对被保护人的质量有什么影响？（B）教师的社会资本;（2）学生的辅导质量在多大程度上影响了教师的社会资本。的关系与教师和同行调解的影响，她担任导师对她的自我效能，学业成绩和领导能力？

Abstract: We aim to disrupt the multigenerational cycle of poverty in our rural indigenous (18% Native American and 82% Hispanic) community by training our successful college students to serve as role models in our schools. Poverty has led to low educational aspirations and expectations that plague our entire community. As such, its disruption requires a collective effort from our entire community. Our Collective unites two local public colleges, 3 school systems, 2 libraries, 1 museum, 1 national laboratory and four local organizations devoted to youth development. Together we will focus on raising aspirations and expectations in STEM (Science, Technology, Engineering and Mathematics) topics, for STEM deficiencies among 9th graders place them at risk of dropping out while STEM deficiencies among 11th and 12th graders preclude them from pursuing STEM majors in college and therefore from pursuing well paid STEM careers. We will accomplish this by training, placing, supporting, and assessing the impact of, an indigenous STEM mentor corps of successful undergraduate role models. By changing STEM aspirations and expectations while heightening their own sense of self-efficacy, we expect this corps to replenish itself and so permanently increase the flow of the state?s indigenous populations into STEM majors and careers ? in line with NSF?s mission to promote the progress of science while advancing the national health, prosperity and welfare.Our broader goal is to focus the talents and energies of a diverse collective of community stakeholders on the empowerment of its local college population to address and solve a STEM disparity that bears directly on the community?s well-being in a fashion that is generalizable to other marginalized communities. The scope of our project is defined by six tightly coupled new programs: three bringing indigenous STEM mentors to students, one training mentors, one training mentees to value and grow their network of mentors, and one training teachers to partner with us in STEM. The intellectual merit of our project lies not only in its assertion that authentic STEM mentors will exert an outsize influence in their communities while increasing their own sense of self-efficacy, but in the creation and careful application of instruments that assess the factors that determine teens? attitudes, career interests, and behaviors toward a STEM future; and mentors? sense of self development and progress through STEM programs. More precisely, evaluation of the programs has the potential to clarify two important questions about the role of college-age mentors in schools: (1) To what degree is the protege?s academic performance and perceived scholastic competence mediated by the mentor?s impact on (a) the quality of the protege?s parental relationship and (b) the social capital of the allied classroom teacher; (2) To what degree does the quality of the student mentor?s relationships with faculty and peers mediate the impact of her serving as mentor on her self-efficacy, academic performance, and leadership skills?