Collaborative Research: SBP: Broadening participation: Reducing the consequences of subtle discrimination in STEM

扩大在科学，技术，工程和数学（STEM）中代表性不足的群体的参与是美国劳动力的人员配置，管理和效率的关键目标。事实上，非洲裔美国人和西班牙裔人占STEM劳动力的不到10%。拟议研究的总体目标是增加西班牙裔和非洲裔美国学生的招聘，保留和准备STEM职业。我们专注于少数民族学生在STEM环境中遇到的微妙但重要的信息，这些信息会破坏他们的成功。我们独特地考虑了盟友或多数群体成员努力结束压迫的方式，并代表少数群体成员倡导，可以有效地解决微妙的歧视，从而最终支持少数群体学生的STEM兴趣，功效，成就和工作场所的成功。总之，这项工作的结果将作为少数民族压力干预和盟友参与奖学金的动力。此外，它将提供立即适用的战略，以保留非裔美国人和西班牙裔学生在干，这项研究追求的总体目标是制定和测试战略，通过识别和评估减少不利后果的盟友行为，提高非洲裔美国人和西班牙裔学生在STEM职业中的保留率。微妙的歧视。造成这种短缺的一个原因是学生在大学经历中的微妙差异。在这样做的过程中，我们建立和测试的概念模型，独特的整合归因模糊性和压力和应对理论与新兴的见解的影响力的盟友。我们提出了强大的逻辑的基础上的证据，从相关领域的组织科学提出微妙的歧视的模糊性耗尽的认知和情感资源所必需的成就干。这种推理反映了第一次彻底的分析，为什么以及如何微妙的歧视是有问题的，并直接指向歧义减少策略作为这些影响的强大的理论驱动的缓冲区。我们融合了经验采样和实验室实验的互补方法，以建立理论上有意义和实际有用的知识。这项工作将提供具体的，以证据为基础的战略，以支持非裔美国人和西班牙裔大学生，从而提高他们的干的兴趣，效率，动机，成就，并最终职业选择和组织的成功。特别是，我们专注于积极的观察者-盟友-在减少其目标的微妙歧视的后果，从而促进新的多样性科学的先前未经审查的作用。该奖项反映了NSF的法定使命，并已被认为是值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估的支持。

Broadening the participation of underrepresented groups in science, technology, engineering, and math (STEM) is a critical goal in the staffing, management, and effectiveness of the U.S. workforce. Indeed, African American and Hispanic people comprise less than 10% of the STEM workforce. The overarching goal of the proposed research is to increase the recruitment, retention, and preparation of Hispanic and African American students for STEM careers. We focus on the subtle yet significant messages that minority students encounter in STEM contexts that undermine their success. We uniquely consider the ways that allies, or majority group members who strive to end oppression toward, and advocate on behalf of, minority group members, can effectively address subtle discrimination, and thus ultimately support the STEM interest, efficacy, achievement, and workplace success of minority students. In summary, the findings from this work will serve as an impetus for scholarship on minority stress interventions and ally engagement. Additionally, it will offer immediately applicable strategies for retaining African American and Hispanic students in STEM, a necessary step for increasing the representation of racial minorities in the U.S. STEM workforce.This research pursues the overarching goal of developing and testing strategies that enhance the retention of African American and Hispanic students in STEM careers by identifying and evaluating ally behaviors that reduce the detrimental consequences of subtle discrimination. One explanation for this shortage is the subtle differences in students' formative college experiences. In so doing, we build and test a conceptual model that uniquely integrates attributional ambiguity and stress and coping theories with emerging insights about the influence of allies. We advance robust logic based on evidence from the fields related to the organizational science to propose that the ambiguity of subtle discrimination depletes cognitive and affective resources necessary for achievement in STEM. This reasoning reflects the first thorough analysis of why and how subtle discrimination is problematic and points directly to ambiguity reduction strategies as powerful theory-driven buffers of these effects. We blend complementary methods of experience sampling and laboratory experiment to build theoretically meaningful and practically useful knowledge. This work will provide specific, evidence-based strategies to support African American and Hispanic college students, thereby enhancing their STEM interest, efficacy, motivation, achievement, and ultimately career choice and success in organizations. In particular, we focus on the previously unexamined role of motivated observers--allies--in reducing the consequences of subtle discrimination for its targets and thus catalyze new diversity science.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.