Broadening Participation Research Project: Investigating the Impact of Peer Mentoring on STEM Retention and Persistence among Minority Undergraduate Women

扩大参与研究项目：调查同伴指导对少数族裔本科女性 STEM 保留和坚持的影响

• 批准号: 1717082
• 负责人: Jillian Wendt
• 金额: $ 28.61万
• 依托单位: University of the District of Columbia
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-06-01 至 2020-02-29
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1717082&HistoricalAwards=false
• 关键词: Broadening; Participation; Research; Project; Investigating

The project is a partnership among the University of the District of Columbia, Virginia State University, and the University of Memphis. It aims to pilot and investigate the effectiveness of a blended (face-to-face and virtual) STEM mentorship model that is designed to enhance career self-efficacy among minority female undergraduates and increase their STEM persistence. Secondarily, the project aims to enhance graduate students' mentoring skills and inspire their pursuit of STEM careers. Participants will participate in STEM communities to share ideas, receive encouragement, interact with STEM professionals, and receive mentoring from female graduate students. The project will focus on mitigating the underrepresentation of females in STEM by addressing the most documented problems that they face, persistence and self-efficacy, especially nontraditional female students. The researchers will produce evidence for a technology facilitated mentoring and career development model to broaden participation of underrepresented students in STEM graduate education and the workforce. At the same time, they will document an effective intervention to enhance the preparation of prospective STEM professionals.The researchers propose to use a multiphase mixed-methods approach to address three research objectives: 1) Develop and examine the effectiveness of a STEM peer mentorship program on female undergraduate students' STEM career self-efficacy. 2) Develop and examine the effectiveness of a STEM peer mentoring program on graduate students' mentorship skills that will be transferrable to the workplace. and 3) Develop and examine the effectiveness of a STEM peer mentorship program on increasing undergraduate students' propensity to matriculate to graduate school and the STEM workforce. Data will be collected from interviews, surveys, and focus groups and analyzed using descriptive statistics. Research participants will include undergraduate and graduate students from each of the three partnering institutions. The research results are expected to have implications for broadening the participation of underrepresented minority females in STEM at other HBCUs and at other institutions while, at the same time, strengthening mentorship skills of graduate students planning to pursue STEM careers.

该项目是哥伦比亚特区大学、弗吉尼亚州立大学和孟菲斯大学的合作项目。它旨在试点和调查混合（面对面和虚拟）STEM指导模型的有效性，该模型旨在提高少数民族女大学生的职业自我效能感，并增加她们对STEM的坚持。其次，该项目旨在提高研究生的指导技能，激发他们对STEM职业的追求。参与者将参加STEM社区，分享想法，获得鼓励，与STEM专业人士互动，并接受女研究生的指导。该项目将重点解决女性在STEM领域代表性不足的问题，解决她们面临的最严重的问题，即坚持不懈和自我效能感，尤其是非传统女学生。研究人员将为技术促进的指导和职业发展模式提供证据，以扩大代表性不足的学生在STEM研究生教育和劳动力中的参与。与此同时，他们将记录一项有效的干预措施，以加强对未来STEM专业人员的准备。研究人员建议采用多阶段混合方法来解决三个研究目标：1)制定和检验STEM同伴指导计划对女大学生STEM职业自我效能感的有效性。2)开发和检查STEM同伴指导项目对研究生指导技能的有效性，这些技能将转移到工作场所。3)制定和检查STEM同伴指导计划在提高本科生进入研究生院和STEM劳动力的倾向方面的有效性。数据将从访谈、调查和焦点小组中收集，并使用描述性统计进行分析。研究参与者将包括来自三所合作院校的本科生和研究生。预计研究结果将对其他hbcu和其他机构扩大代表性不足的少数族裔女性在STEM领域的参与产生影响，同时加强计划从事STEM职业的研究生的指导技能。

项目成果

A Blended Peer Mentoring Experience for Undergraduate Minority Mentees in STEM Programs at Two HBCUs

两个 HBCU 的 STEM 项目中少数族裔本科生的混合同伴指导体验

• 发表时间: 2020
• 期刊: Proceedings of the American Educational Research Association (AERA
• 作者: Wendt, J. L.;& Rockinson-Szapkiw, A.
• 通讯作者: & Rockinson-Szapkiw, A.

Building STEM Self-efficacy and Persistence: The Case for Online Mentor Training for Women of Color Peer Mentors at Historically Black Institutions

建立 STEM 自我效能和毅力：历史悠久的黑人机构中为有色人种女性同伴导师提供在线导师培训的案例

• 发表时间: 2020
• 期刊: Proceedings of the American Educational Research Association 2020 Conference
• 作者: Sharpe, K. M.;Rockinson-Szapkiw, A.;& Wendt, J. L.
• 通讯作者: & Wendt, J. L.

The Benefits and Challenges of a Blended Peer Mentoring Program: Peer Mentors’ STEM Beliefs, Interests, Skills, and Behaviors

混合同伴辅导计划的好处和挑战：同伴导师 — STEM 信念、兴趣、技能和行为

• 发表时间: 2020
• 期刊: Proceedings of the American Educational Research Association (AERA
• 作者: Rockinson-Szapkiw, A.;Wendt, J. L.;Sharpe, K. M.;& Gishbaugher, J.
• 通讯作者: & Gishbaugher, J.

Promoting Self-Efficacy, Mentoring Competencies, and Persistence in STEM: A Case Study Evaluating Racial and Ethnic Minority Women's Learning Experiences in a Virtual STEM Peer Mentor Training

• DOI: 10.1007/s10956-022-09962-3
• 发表时间: 2022-03
• 期刊: Journal of Science Education and Technology
• 影响因子: 4.4
• 作者: Amanda J. Rockinson-Szapkiw;Kathryn M. Sharpe;Jillian L. Wendt

The Efficacy of a Blended Peer Mentoring Experience for Racial and Ethnic Minority Women in STEM Pilot Study: Academic, Professional, and Psychosocial Outcomes for Mentors and Mentees

STEM 试点研究中混合同伴辅导体验对少数族裔女性的功效：导师和受训者的学术、专业和社会心理成果

• DOI: 10.1007/s41979-020-00048-6
• 发表时间: 2021
• 期刊: Journal for STEM Education Research
• 作者: Rockinson-Szapkiw, Amanda;Wendt, Jillian L.;Stephen, Jacqueline S.
• 通讯作者: Stephen, Jacqueline S.