Identity Development Evaluation of African American Studies (IDEAAS): A Longitudinal Investigation

ECR项目强调基础STEM教育研究，这将产生该领域的基础知识。因此，本研究将建立在关于如何扩大非裔美国本科生在STEM领域的代表性的新兴研究机构的基础上。这类研究非常重要，因为研究表明，种族偏见会引发并延续非洲裔美国人不具备成为科学家的能力和技能的威胁性刻板印象，从而削弱STEM领域的科学认同。为此，本项目将采用刻板印象接种模型来检验以大多数边缘群体成员为特征的环境是否有助于减少刻板印象的负面影响，保护身份发展，促进自我效能感和职业相关动机。该研究将比较来自两所大学的本科生对校园氛围和学术指导关系的看法。它将着眼于既加剧又缓和种族刻板印象的负面影响的具体因素，以及它们反过来对适应性科学身份的发展所产生的影响。本项目将测试基于刻板印象接种框架的三个概念模型。第一个模型将描绘一个侵蚀过程，在这个过程中，由于种族偏见和刻板印象威胁，科学上的不认同增加了。第二个反向模型将通过其对科学认同的溢出效应来测试种族认同对科学自我效能的潜在促进作用。第三个模型将考察内隐科学认同的无条件潜在增长，以及学生的时间变化效应。他们的师徒关系对身份结果的看法。数据将从参与该项目的两所大学的500多名STEM专业学生中收集。这项工作的结果将通过其创新的背景关注影响非裔美国理科生的微观和宏观层面的过程，促进刻板印象接种理论的发展。STEM职业态度。该研究还将(a)提供对多重身份（种族和科学身份）在缓冲这些刻板印象方面所起的中介作用的见解，以及(b)确定构成有效师生关系的人际因素，这些因素塑造了多元文化包容性的学术氛围

The ECR program emphasizes fundamental STEM education research that will generate foundational knowledge in the field. As such, this study will build on an emerging body of research about ways to broaden the representation of the African American undergraduate students in STEM fields. This type of research is highly important since studies show that racial bias weaken scientific identity in STEM by triggering and perpetuating threatening stereotypes that African Americans do not have the capacity and skills to become scientists. To that end, this project will employ a stereotype inoculation model to test whether environments characterized by majorities of marginalized group members serve to reduce the negative effects of stereotypes, protect identity development, and facilitate self-efficacy and career-related motivation. The study will compare perceptions of campus climate and academic mentoring relationships using populations of undergraduate students from two universities. It will look at specific factors that both exacerbate and buffer the negative effects of racial stereotypes, as well as the implications that they, in turn, have for the development of an adaptive science identity. This project will test three conceptual models grounded in the stereotype inoculation framework. The first model will portray an erosion process whereby scientific disidentification increases as a function of racial bias and stereotype threat. A second counteractive model will test the potentially facilitative effects of racial identity on scientific self-efficacy through its spillover effect on scientific identity. The third model will examine the unconditional latent growth of implicit scientific identity, as well as the time-varying effects of students? perceptions of their mentoring relationships on the identity outcomes. Data will be collected from cohorts comprising more than 500 STEM majors attending the two universities participating in the project. Outcomes from this work will advance stereotype inoculation theory development through its innovative contextual focus on the micro- and macro-level processes that influence African American science students? STEM career attitudes. The study will also (a) provide insights into the mediating role that multiple identities, both racial and scientific identity, play in buffering these stereotypes, and (b) identify the interpersonal ingredients that comprise effective faculty-student relationships that give shape to multiculturally inclusive academic climates