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

斯佩尔曼学院（Spelman College）和温斯顿塞勒姆州立大学（Winston Salem State University）的研究人员提议从心理学角度探索黑人女性的身份转变。先前的研究表明，身份转换是黑人女性用来减轻歧视负面经历的一种应对策略，这些研究大多采用定量方法或沟通角度。因此，该研究将扩大关于身份转移的心理学文献，将重点放在STEM教育中的黑人女性身上。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1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每日日记研究，探索歧视和身份转移的经历。这项研究预计将为干预措施提供信息，以增加和扩大黑人女性在STEM教育和劳动力中的参与。具体的研究目标是：(1)验证黑人女性STEM本科生和研究生的身份转移测量，(2)探索黑人女性STEM学生在研究生院的歧视和身份转移的日常经历。研究中使用的主要理论框架包括黑人女性主义思想和生态系统理论的现象学变体（PVES）。这个框架假设一个黑人女性？她的身份是由她的经历塑造的，同时她也渴望理解自己的身份。交叉性是本研究的基础。采用问卷调查设计来回答以下研究问题：(1)新的黑人女性身份转移量表的相关性、可靠性和有效性如何？(2)黑人女性身份转移量表能否通过因子分析测试提供足够的子量表？(3)黑人女性身份转移量表与身份管理、污名意识、性别种族主义、文化适应、刻板印象期望和关注相比，是否具有收敛效度（与其他相关量表的关联程度）？歧视、人际接触焦虑、积极互动和支持如何影响黑人女性STEM研究生的身份转换过程？通过调查设计的方法，捕捉黑人女学生的身份转换经历。研究结果可用于为研究生课程的规划决策提供信息，并促进促进STEM黑人女性健康身份发展的干预措施。该奖项反映了美国国家科学基金会的法定使命，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。

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.