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The Role of Mentorship in Persistence in Informal STEM Programs for Under-represented Youth

辅导对于坚持为代表性不足的青年提供非正式 STEM 项目的作用

基本信息

批准号：
1810923
负责人：
Mizuko Ito
金额：
$ 122.93万
依托单位：
University of California-Irvine
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2018
资助国家：
美国
起止时间：
2018-08-01 至 2022-07-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1810923&HistoricalAwards=false
关键词：
Role Mentorship Persistence Informal STEM

项目摘要

As part of its overall strategy to enhance learning in informal environments, the Advancing Informal STEM Learning (AISL) program funds innovative research, approaches and resources for use in a variety of settings. This AISL project investigates how informal programs can broaden participation by building social capital in STEM for youth from underrepresented groups. The project integrates social network analysis with research on informal learning, and draws on a framework to connect learning across a variety of sectors. It builds on evidence that sponsorship of youth interest, affinity-based mentorship, and brokering connections to other settings and opportunities can build social capital and support interest and persistence in STEM. It represents a strategic and timely investment into research that solidifies these emerging insights from research and practice, conducting focused investigation into relational supports for STEM interests that are particularly well suited to informal programs.The project is guided by two research questions: (1) What forms of social capital are tied to persistence in and connecting across informal STEM programs for youth from underrepresented groups? (2) What program features--specifically sponsorship, mentorship, and brokering--grow these social supports for persistence in and connecting across informal STEM programs for underserved youth? These questions are addressed through a mixed methods 18-month cross-sectional study of 200 students in three informal programs in Orange County, California that offer project-based engineering and coding programs, support mentorship, and focus on groups underrepresented in STEM. The sample will include three age categories, capturing the transition to high school, persistence during high school, and transition to college and career. Teens will be interviewed three times at 6-month intervals, spanning these transitions. The goal of this research and effort is to determine if social capital plays an extra ordinary role in learning by this group.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.

作为加强非正式环境中学习的整体战略的一部分，推进非正式STEM学习（AISL）计划资助创新研究，方法和资源，用于各种环境。AISL的这个项目调查了非正式项目如何通过为代表性不足群体的青年建立STEM领域的社会资本来扩大参与。该项目将社交网络分析与非正式学习研究相结合，并利用一个框架来连接各个部门的学习。它建立在以下证据的基础上：对青年兴趣的赞助，基于亲和力的指导，以及与其他环境和机会的中介联系，可以建立社会资本，并支持对STEM的兴趣和坚持。它代表了对研究的战略性和及时的投资，巩固了这些从研究和实践中出现的见解，对特别适合非正式项目的STEM兴趣的关系支持进行了有针对性的调查。该项目由两个研究问题指导：（1）什么形式的社会资本与非正式STEM项目的持续性和联系在一起？(2)什么样的项目特征--特别是赞助、指导和中介--增加了这些社会支持，使这些社会支持能够为服务不足的青年坚持和连接非正式的STEM项目？这些问题是通过一个混合的方法18个月的横截面研究的200名学生在三个非正式程序在橙子县，加州，提供基于项目的工程和编码程序，支持导师，并专注于在干代表性不足的群体。样本将包括三个年龄类别，捕捉过渡到高中，高中期间的坚持，过渡到大学和职业生涯。青少年将在6个月的时间间隔内接受三次采访，跨越这些过渡。这项研究和努力的目标是确定社会资本是否在这一群体的学习中发挥了非凡的作用。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。