Collaborative Research: Identity Development Evaluation of African American Science Students (IDEAAS): A Longitudinal Investigation

ECR计划强调基础STEM教育研究，将在该领域产生基础知识。因此，这项研究将建立在一个新兴的研究机构，以扩大非裔美国本科生在STEM领域的代表性。这类研究非常重要，因为研究表明，种族偏见通过引发和延续威胁性的刻板印象，即非洲裔美国人没有成为科学家的能力和技能，削弱了STEM的科学身份。为此，该项目将采用定型观念接种模式，以测试以大多数边缘化群体成员为特征的环境是否有助于减少定型观念的负面影响，保护身份发展，并促进自我效能和与职业有关的动机。这项研究将比较的校园气氛和学术指导关系的人口来自两所大学的本科生的看法。它将着眼于加剧和缓冲种族陈规定型观念的负面影响的具体因素，以及它们反过来对发展适应性科学身份的影响。 这个项目将测试三个概念模型的定型接种框架的基础上。第一个模型将描绘一个侵蚀过程，科学disidentification增加作为一个功能的种族偏见和刻板印象的威胁。第二个反作用模型将通过对科学身份的溢出效应来测试种族身份对科学自我效能的潜在促进作用。第三个模型将研究内隐科学身份的无条件潜在增长，以及学生对他们的指导关系的身份结果的看法随时间变化的影响。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。这项工作的成果将推进刻板印象接种理论的发展，通过其创新的背景下的重点放在微观和宏观层面的过程，影响非洲裔美国科学学生的STEM职业态度。本研究还将（a）深入了解多重身份，包括种族和科学身份，在缓冲这些刻板印象方面发挥的中介作用，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