Excellence in Research: Navigating the Double Bind: Assessing the Development and Contribution of Identity Shifting to the Recruitment & Retention of Black Women in STEM Educat

卓越研究：摆脱双重束缚：评估身份转变对招聘的发展和贡献

• 批准号: 1832141
• 负责人: Danielle Dickens
• 金额: $ 49.37万
• 依托单位: Spelman College
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-09-01 至 2023-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1832141&HistoricalAwards=false
• 关键词: Excellence; Research; Navigating; Double; Bind

Researchers at Spelman College and Winston Salem State University propose to explore identity shifting among Black women from a psychological perspective. Prior research has shown that identity shifting is a coping strategy that Black women use to mitigate the negative experiences of discrimination, and most of these studies have used a quantitative approach or a communication perspective. Thus, the study will expand the psychological literature on identity shifting to focus on Black women in STEM education. The proposed project involves two sets of studies, and the researchers will use a survey method approach to examine identity shifting. Two studies in Set 1 will test the validity and reliability of a new tool for measuring identity shifting among Black women undergraduate and graduate STEM students. Set II will conduct a daily diary study based on the results of Set I to explore the experiences of discrimination and identity shifting. The research is expected to inform interventions to increase and broaden participation of Black women in STEM education and the workforce.The specific study objectives are to (1) validate a measurement of identity shifting for Black women undergraduate and graduate STEM students and (2) explore the daily experiences in graduate school of discrimination and identity shifting among Black women STEM students. The primary theoretical frameworks utilized in the research include Black feminist thought and phenomenological variant of ecological systems theory (PVES). This framework posits that a Black woman?s identity is shaped by her experiences and that she simultaneously aspires to make sense of her identities. Intersectionality serves as a basis for the present study. A survey design will be used to answer the following research questions: (1) How relevant, reliable, and valid is the new Identity Shifting Scale for Black women? (2) Can the Identity Shifting for Black Women Scale provide adequate sub-scales resulting from factor analysis testing? (3) When compared with the identity management, stigma consciousness, gendered racism, acculturation, and stereotype expectations and concerns, does the Identity Shifting Scale for Black Women have convergent validity (how well the scale relates to other related measures)? How does discrimination, interpersonal contact anxiety, positive interactions, and support influence identity shifting processes among Black women STEM graduate students? Through the survey design approach, Black women students' experiences of identity shifting will be captured. The results can be used to inform programmatic decisions in graduate programs and facilitate interventions that promote healthy identity development among Black women in STEM.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.

斯佩尔曼学院和温斯顿塞勒姆州立大学的研究人员提议从心理学角度探讨黑人女性的身份转变。先前的研究表明，身份转变是黑人女性用来减轻歧视负面经历的一种应对策略，并且大多数这些研究都使用了定量方法或沟通视角。因此，该研究将扩大有关身份转变的心理学文献，重点关注 STEM 教育中的黑人女性。拟议的项目涉及两组研究，研究人员将使用调查方法来检查身份转移。第一组中的两项研究将测试一种新工具的有效性和可靠性，该工具用于测量黑人女性本科生和研究生 STEM 学生的身份转变。 第二组将根据第一组的结果进行日常日记研究，以探索歧视和身份转变的经历。该研究预计将为增加和扩大黑人女性对 STEM 教育和劳动力参与的干预措施提供信息。具体研究目标是 (1) 验证黑人女性 STEM 本科生和研究生身份转变的衡量标准，以及 (2) 探索黑人女性 STEM 学生在研究生院中遭受歧视和身份转变的日常经历。研究中使用的主要理论框架包括黑人女权主义思想和生态系统理论的现象学变体（PVES）。该框架假设黑人女性的身份是由她的经历塑造的，并且她同时渴望理解自己的身份。交叉性是本研究的基础。调查设计将用于回答以下研究问题：（1）新的黑人女性身份转变量表的相关性、可靠性和有效性如何？ (2) 黑人女性身份转变量表能否提供足够的因子分析检验结果的子量表？ （3）与身份管理、污名意识、性别种族主义、文化适应以及刻板印象期望和担忧相比，黑人女性身份转变量表是否具有收敛效度（该量表与其他相关测量的相关程度如何）？歧视、人际接触焦虑、积极互动和支持如何影响黑人女性 STEM 研究生的身份转变过程？ 通过调查设计方法，将捕捉黑人女学生的身份转变经历。结果可用于为研究生项目的规划决策提供信息，并促进促进黑人女性在 STEM 中健康身份发展的干预措施。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力优点和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

Being a Token Black Female Faculty Member in Physics: Exploring Research on Gendered Racism, Identity Shifting as a Coping Strategy, and Inclusivity in Physics

作为物理学中象征性的黑人女教员：探索性别种族主义、身份转变作为应对策略以及物理学包容性的研究

• DOI: 10.1119/1.5145529
• 发表时间: 2020
• 期刊: The Physics Teacher
• 作者: Dickens, Danielle;Jones, Maria;Hall, Naomi
• 通讯作者: Hall, Naomi

Initial Construction and Validation of the Identity Shifting for Black Women Scale

黑人女性身份转变量表的初步构建和验证

• DOI: 10.1177/03616843221089330
• 发表时间: 2022
• 期刊: Psychology of Women Quarterly
• 影响因子: 4
• 作者: Dickens, Danielle D.;Hall, Naomi M.;Watson-Singleton, Natalie N.;Mitchell, Cheyane;Thomas, Zharia
• 通讯作者: Thomas, Zharia

Changing the Face of STEM: Review of Literature on The Role of Mentors in the Success of Undergraduate Black Women in STEM Education

改变 STEM 的面貌：关于导师在本科黑人女性 STEM 教育成功中的作用的文献综述

• 发表时间: 2021
• 期刊: Journal of research initiatives
• 作者: Dickens, D.