Impact of Ethnic Studies Courses on the sense of belonging, professional identity, self-efficacy and retention of underrepresented students in STEM
种族研究课程对 STEM 中代表性不足的学生的归属感、职业认同、自我效能和保留率的影响
基本信息
- 批准号:1937778
- 负责人:
- 金额:$ 34.99万
- 依托单位:
- 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:2019-12-01 至 2023-02-28
- 项目状态:已结题
- 来源:
- 关键词:
项目摘要
The project combines a research project aimed at broadening participation in STEM with a detailed professional development plan focused on facilitating the principal investigator's transition from a subject-specific focus on the cellular and network mechanisms of experience-dependent plasticity to a focus on STEM education research. The research project and professional development plan will launch a long-term research program focused on combining quantitative and qualitative approaches to increase recruitment and retention of underrepresented minorities in STEM. This will be achieved through the development of interventions rooted in robust multivariate statistical methods and a deep understanding of the challenges and barriers these students face, examined through a theoretical lens that combines student-asset models, neurobiology pf learning and memory and critical race theory. The professional development plan includes developing research design skills through focused collaborations, attending quantitative and qualitative research methods summer workshops, auditing/taking courses on qualitative research methods and Critical Race Theory frameworks, and attending conferences that focus on these last two areas as they apply to STEM education research. The outcome of the professional development plan is to enable the principal investigator to complete an innovative research study and develop expertise that will allow her to make significant contributions to the field of STEM educationThe research will apply a mixed methods approach to assess the relationship between taking Chicano Studies courses and underrepresented minority (URM) students' sense of belonging, science identity, and self-efficacy, as well as their likelihood to persist in STEM majors until graduation. To achieve this goal, the investigator will complete three objectives: (1) Assess the relationship between taking Chicano Studies courses on the sense of belonging, self-efficacy, and science identity of URM STEM students; (2) Evaluate the impact of taking Chicano Studies courses on the sense of belonging, self-efficacy and science identity of URM students in STEM; and (3) Characterize the reasons why URM students choose to take Chicano Studies courses and the overall impact of these courses on students' experiences. The investigator's long-term research plan focuses on improving outcomes for students of all backgrounds and experiences who are interested in developing careers in STEM. The long-term research agenda includes documenting and characterizing the experiences of STEM students along the academic pathway; identifying, developing, and assessing affordable, scalable, interventions that can have significant impacts on their experiences; and exploring the intersection of biological knowledge and learning with students' cultures.The project is supported through the EHR Core Research: Building Capacity in STEM Education Research (ECR:BCSER) competition that is designed to build individuals' capacity to carry out high quality fundamental STEM education research in STEM learning and learning environments, broadening participation in STEM fields, and STEM workforce development.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.
该项目将一个旨在扩大对STEM的参与的研究项目与一个详细的专业发展计划结合在一起,该计划的重点是促进首席研究人员从特定学科的重点转向依赖经验的可塑性的细胞和网络机制,重点放在STEM教育研究上。该研究项目和专业发展计划将启动一项长期研究计划,重点是将定量和定性方法相结合,以增加STEM中代表性不足的少数民族的招聘和留住。这将通过开发以稳健的多元统计方法为基础的干预措施来实现,并通过结合学生资产模型、神经生物学、PF学习和记忆以及关键种族理论的理论透镜来深入了解这些学生面临的挑战和障碍。专业发展计划包括通过有重点的合作培养研究设计技能,参加定量和定性研究方法夏季研讨会,审计/参加定性研究方法和关键种族理论框架的课程,以及参加将这两个领域应用于STEM教育研究的会议。专业发展计划的结果是使首席研究人员能够完成一项创新的研究研究,并开发专业知识,使她能够对STEM教育领域做出重大贡献。研究将采用混合方法来评估参加奇卡诺研究课程与未被充分代表的少数民族(URM)学生的归属感、科学认同感和自我效能感之间的关系,以及他们在STEM专业坚持到毕业的可能性。为了达到这一目标,研究者将完成三个目标:(1)评估修读奇卡诺研修课程与URM STEM学生的归属感、自我效能感和科学认同感之间的关系;(2)评估修读奇卡诺研修课程对URM STEM学生的归属感、自我效能感和科学认同感的影响;(3)表征URM学生选择修读奇卡诺研修课程的原因以及这些课程对学生体验的整体影响。研究人员的长期研究计划侧重于改善各种背景和经验的学生的结果,这些学生对在STEM发展事业感兴趣。长期研究议程包括记录和描述STEM学生在学术道路上的经历;确定、开发和评估负担得起、可扩展的干预措施,这些干预措施可能对他们的经历产生重大影响;并探索生物知识和学习与学生文化的交集。该项目由EHR核心研究:STEM教育研究能力建设(ECR:BCSER)竞赛支持,该竞赛旨在培养个人在STEM学习和学习环境中开展高质量基础STEM教育研究的能力,扩大对STEM领域的参与,以及STEM劳动力发展。该奖项反映了NSF的法定使命,并通过使用基金会的智力优势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
期刊论文数量(0)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
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Natalia Caporale其他文献
Qualities of Safer and Unsafe Spaces at an Emerging HSI: Community-Based Participatory Research to Center Latina/o/x Undergraduates’ Voices in Addressing Campus Issues
新兴 HSI 中更安全和不安全空间的质量:以社区为基础的参与性研究,以中心拉丁/o/x 本科生在解决校园问题中的声音
- DOI:
- 发表时间:
2022 - 期刊:
- 影响因子:0.9
- 作者:
Natalia Deeb;Natalia Caporale;Brandon Louie;Lina Méndez - 通讯作者:
Lina Méndez
Toward asset-based LatCrit pedagogies in STEM: centering Latine students’ strengths to reimagine STEM teaching and practice
迈向 STEM 中基于资产的 LatCrit 教学法:集中拉丁学生的优势,重新构想 STEM 教学和实践
- DOI:
- 发表时间:
2023 - 期刊:
- 影响因子:2.3
- 作者:
Ambar Hernandez Negrete;Kaozong N. Mouavangsou;Natalia Caporale - 通讯作者:
Natalia Caporale
Major curricula as structures for disciplinary acculturation that contribute to student minoritization
主要课程作为学科文化适应的结构,有助于学生少数化
- DOI:
10.3389/feduc.2023.1176876 - 发表时间:
2023 - 期刊:
- 影响因子:2.3
- 作者:
S. Fiorini;Nita A. Tarchinski;Meaghan I. Pearson;Montserrat Valdivia Medinaceli;Rebecca L. Matz;Juniar Lucien;Hye Rin Lee;Benjamin P. Koester;K. Denaro;Natalia Caporale;W. Byrd - 通讯作者:
W. Byrd
Natalia Caporale的其他文献
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{{ truncateString('Natalia Caporale', 18)}}的其他基金
Improving Outcomes for STEM Students on Academic Probation
改善 STEM 学生留校察看的成果
- 批准号:
2021536 - 财政年份:2020
- 资助金额:
$ 34.99万 - 项目类别:
Standard Grant
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