Collaborative Research: Uncovering the Effects of Stereotype Threats on Latina/o Students? Success in Undergraduate Engineering

合作研究：揭示刻板印象威胁对拉丁裔学生的影响？

• 批准号: 1925630
• 负责人: Timothy Yuen
• 金额: $ 1.1万
• 依托单位: University of Texas at San Antonio
• 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: 2019-08-01 至 2022-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1925630&HistoricalAwards=false
• 关键词: Collaborative; Research; Uncovering; Effects; Stereotype

In the U.S., the number of Latinx students completing engineering degrees as compared to their growing representation in the population is disproportionately low. Latinx is the gender-neutral term used in lieu of Latino or Latina, refers to individuals who identify with Latin American culture or race. Major factors affecting Latinx? success include the everyday experiences where students fear being judged by the negative stereotypes associated with their identity and feeling at risk to conform to these stereotypes. These negative experiences are known as stereotype threats and have been largely understudied among the Latinx population. Stereotype threats, are one behavior that leads to negative campus climate, especially among minority students who come from historically marginalized populations. The climate in which Latinx experience college likely has a direct effect on both the learning and social outcomes of these students. Nevertheless, the nature and effect of stereotype threats on Latinx students' success and persistence in engineering programs are wholly understudied. Considering the growing initiatives to open access and improve academic preparation of minorities, stereotype threats represent major barriers for Latinx students in pursuing an engineering degree. This project investigates how stereotype threats affect Latinx students' performance and persistence in engineering programs. This project brings together an interdisciplinary collaboration between faculty in engineering and education across two institutions: Iowa State University, a Predominately White Institution, and the University of Texas at San Antonio, a Hispanic-Serving Institution. Through the use of focus groups, surveys , and mock engineering examinations, the researchers are targeting three research goals : (1) identify the gender and ethnic stereotypes that Latinx students experience in undergraduate engineering programs and identify the coping mechanisms students adopt to address these stereotype threats; (2) identify the effects of stereotype threats on student success (i.e. solving engineering problems); and, (3) identify the effects of stereotype threats on persistence indicators (i.e., self-efficacy, institutional affiliation, and psychological well-being). This project has an important impact on broadening participation of Latinx students in engineering, as results will inform engineering educators and help justify efforts on creating a more inclusive and supportive campus climate for all learners. As a result, this research supports the development of a diverse and well-equipped engineering workforce and provides a method for institutions to assess their progress toward equity in the learning environment.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.

在美国，完成工程学位的拉丁裔学生人数与他们在人口中日益增长的代表性相比不成比例地低。 拉丁裔（Latinx）是一个性别中立的术语，用来代替拉丁美洲人或拉丁裔，指的是认同拉丁美洲文化或种族的人。 影响拉丁美洲的主要因素？成功包括学生害怕被与其身份有关的负面陈规定型观念所评判的日常经历，并感到有可能遵循这些陈规定型观念。 这些负面经历被称为刻板印象威胁，在拉丁裔人口中基本上没有得到充分研究。 刻板印象威胁是导致消极校园气氛的一种行为，特别是在来自历史边缘化群体的少数民族学生中。 拉丁裔经历大学的气候可能对这些学生的学习和社会成果产生直接影响。 然而，刻板印象的威胁对拉丁裔学生的成功和坚持在工程项目的性质和影响是完全研究不足。 考虑到越来越多的举措，以开放获取和改善少数民族的学术准备，刻板印象的威胁是拉丁裔学生在追求工程学位的主要障碍。 这个项目调查刻板印象的威胁如何影响拉丁裔学生的表现和坚持工程项目。 该项目汇集了两个机构的工程和教育教师之间的跨学科合作：爱荷华州州立大学，主要是白色机构，和德克萨斯大学圣安东尼奥，西班牙裔服务机构。 通过使用焦点小组，调查和模拟工程考试，研究人员瞄准了三个研究目标：（1）确定拉丁裔学生在本科工程课程中经历的性别和种族刻板印象，并确定学生采取应对机制来应对这些刻板印象威胁;（2）确定刻板印象威胁对学生成功的影响（即解决工程问题）;和（3）确定刻板印象威胁对持久性指标的影响（即，自我效能、机构归属感和心理健康）。 该项目对扩大拉丁裔学生在工程领域的参与产生了重要影响，因为其结果将为工程教育工作者提供信息，并有助于证明为所有学习者创造更具包容性和支持性的校园环境所做的努力是合理的。 因此，这项研究支持了多样化和装备精良的工程劳动力的发展，并为机构提供了一种方法来评估他们在学习环境中的平等进展。该奖项反映了NSF的法定使命，并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。