Broadening Participation Research: Strategic Application of Science Capital to Increase African-American Students' Motivation, Retention and Persistence in STEM at an HBCU

扩大参与研究：科学资本的战略应用，以提高 HBCU 非洲裔美国学生对 STEM 的积极性、保留率和持久性

• 批准号: 1912585
• 负责人: Checo Rorie
• 金额: $ 35万
• 依托单位: North Carolina Agricultural & Technical State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-06-01 至 2024-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1912585&HistoricalAwards=false
• 关键词: Broadening; Participation; Research; Strategic; Application

Researchers at North Carolina A&T State university will examine the extent to which institutional knowledge of students' science capital can be leveraged to enhance their motivation, persistence, and persistence in STEM. They hypothesize that knowledge of students' science capital can be used as a powerful tool to inform the development of novel teaching approaches, learning strategies, and STEM interventions that will promote academic success. The eight dimensions of science capital that the study will address include science literacy; science-related attitudes, values, and dispositions; knowledge about the transferability of science; science media consumption; participation in out-of-school science learning contexts; family science skills, knowledge and qualifications; knowing people in science-related roles; and talking about science in everyday life. The underlying assumption is that the more of the eight defined dimensions of science capital that a student possesses, the more likely the student will have a positive science identity and will continue post-undergraduate education. The proposed project is the first to investigate science capital as a tool to promote STEM persistence at a Historically Black College and University. The project will produce new insights into student motivations and experiences that faculty can use to personalize and localize science instruction.Researchers will employ a mixed-methods and a quasi-experimental design to develop a generalizable instrument to measure students' science capital and use this instrument to inform curricular changes to broaden participation in STEM. The research questions that will guide data collection and analysis are: (1) Using the literature and existing measures as a guide, what kinds of assessment tools can be developed that sufficiently capture students' science capital and are sensitive to the unique assets, interests, and experiences brought by students in HBCU communities? (2) To what extent does faculty development focused on understanding, measuring, incorporating, and promoting students' science capital influence the development of an asset mindset and motivate changes in curriculum design and instructional delivery? (3) How does an overt focus promoting awareness of students' science capital - directed toward both faculty and students - impact student interest, engagement, and persistence in STEM? The researchers will develop a science capital survey and establish a scale to assess students' science capital level, provide faculty development in asset-based thinking to promote novel program development around student science capital, and pilot the application of science capital inventory in one course to test its potential for student engagement. By coupling data collection and analysis with program implementation activities, researchers will obtain the information needed to answer the research questions and simultaneously share information and findings with relevant groups in context.This project is supported by the Historically Black Colleges and Universities (HBCU-UP) program, Broadening Participation in STEM Education Research track, that focuses on the creation and investigation of new theory-driven models and innovations relevant to the participation of underrepresented groups in STEM education and the workforce.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.

北卡罗来纳州AT州立大学的研究人员将研究学生科学资本的机构知识在多大程度上可以被利用来增强他们在STEM领域的动力、坚持和毅力。他们假设，学生的科学资本的知识可以作为一个强大的工具，告知新的教学方法，学习策略和STEM干预措施，将促进学术成功的发展。科学资本的八个维度包括科学素养;与科学相关的态度，价值观和倾向;关于科学可转移性的知识;科学媒体消费;参与校外科学学习环境;家庭科学技能，知识和资格;了解科学相关角色的人;以及在日常生活中谈论科学。基本假设是，学生拥有的科学资本的八个定义维度中的越多，学生就越有可能拥有积极的科学身份，并继续接受本科后教育。拟议的项目是第一个调查科学资本作为一种工具，以促进干持久性在历史上黑人学院和大学。该项目将对学生的动机和经验产生新的见解，教师可以使用这些见解来个性化和本地化科学教学。研究人员将采用混合方法和准实验设计来开发一种可推广的工具来衡量学生的科学资本，并使用该工具来通知课程变化，以扩大STEM的参与。研究问题，将指导数据收集和分析：（1）使用文献和现有的措施作为指导，什么样的评估工具可以开发，充分捕捉学生的科学资本和敏感的独特资产，利益，并在HBCU社区带来的学生的经验？(2)教师发展在多大程度上侧重于理解，测量，整合和促进学生的科学资本影响资产心态的发展，并激励课程设计和教学交付的变化？(3)如何公开的重点促进学生的科学资本的意识-针对教师和学生-影响学生的兴趣，参与和坚持干？ 研究人员将开发一个科学资本调查，并建立一个规模来评估学生的科学资本水平，提供基于资产的思维教师发展，以促进围绕学生科学资本的新项目开发，并在一门课程中试点应用科学资本清单，以测试其对学生参与的潜力。 通过将数据收集和分析与项目实施活动相结合，研究人员将获得回答研究问题所需的信息，同时与相关群体分享信息和发现。该项目得到了历史上黑人学院和大学（HBCU-UP）项目的支持，扩大参与STEM教育研究轨道，专注于新理论的创造和研究该奖项反映了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。