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CAREER: An Investigation of Mentors' Practices that Help Minoritized Undergraduates Persist In STEM

职业生涯：对帮助少数族裔本科生坚持 STEM 的导师实践的调查

基本信息

批准号：
1942274
负责人：
Joi-Lynn Mondisa
金额：
$ 65.98万
依托单位：
Regents of the University of Michigan - Ann Arbor
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2020
资助国家：
美国
起止时间：
2020-01-01 至 2024-12-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1942274&HistoricalAwards=false
关键词：
CAREER Investigation Mentors Practices Help

项目摘要

The Faculty Early Career Development (CAREER) program is a National Science Foundation-wide activity that offers awards in support of junior faculty who exemplify the role of teacher-scholars through outstanding research, excellent education, and the integration of education and research within the context of the mission of their organizations. This project awarded to a CAREER scholar has the goal to discover and understand effective, evidence-based mentoring practices and strategies that support the success of minoritized undergraduate science, technology, engineering, mathematics (STEM) students and the intentional preparation of mentors. This project integrates research and education by developing a theoretical framework, mentoring modules, case studies, presentations, webinars, and a graduate course. This award is supported by the EHR Core Research program which supports fundamental STEM Education research initiatives. Mentoring has been shown to positively affect and influence the persistence of historically minoritized students in STEM, specifically Blacks, Hispanics/Latinx, and American Indians/Alaskan Natives. Yet for mentors in higher education, minimal examples exist that detail effective mentoring approaches, strategies, and competencies that help minoritized mentees to persist and succeed. The goal of this inquiry is to use a rigorous mixed-methods study design to better understand mentoring approaches, coping strategies such as methods used to respond to stressful situations, and perceived competencies of faculty mentors of minoritized students in STEM fields. This work will identify a representative sample of mentors who help minoritized undergraduates persist in STEM; interview these mentors about their approaches and coping strategies; survey mentors and mentees about the mentors' competencies using the validated Mentoring Competency Assessment survey; and interview mentees about their experiences with their mentors. The new knowledge will add to the mentoring literature and its theoretical development based on the assets of the guiding theories of intersectionality and community cultural wealth, and the select nature of the mentors under study. The project will result in the creation of knowledge and tools that support education about effective mentoring across local, regional, and national platforms.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.

教师早期职业发展（CAREER）计划是国家科学基金会范围内的活动，提供奖励，以支持初级教师谁通过杰出的研究，优秀的教育，以及教育和研究的整合在其组织的使命的背景下，发挥教师学者的作用。该项目授予职业学者的目标是发现和理解有效的，基于证据的指导实践和策略，以支持少数民族本科科学，技术，工程，数学（STEM）学生的成功和导师的有意准备。该项目通过开发理论框架，指导模块，案例研究，演示文稿，网络研讨会和研究生课程来整合研究和教育。该奖项由EHR核心研究计划支持，该计划支持基本的STEM教育研究计划。指导已被证明是积极的影响和影响的STEM历史上少数民族学生的持久性，特别是黑人，西班牙裔/拉丁美洲人，和美洲印第安人/阿拉斯加原住民。然而，对于高等教育中的导师来说，很少有例子能详细说明有效的指导方法，策略和能力，帮助少数群体的被指导者坚持并取得成功。这项调查的目标是使用严格的混合方法研究设计，以更好地了解辅导方法，应对策略，如用于应对压力情况的方法，以及STEM领域少数民族学生的教师导师的感知能力。这项工作将确定一个有代表性的样本导师谁帮助少数民族的本科生坚持干;采访这些导师他们的方法和应对策略;调查导师和学员的导师的能力使用验证辅导能力评估调查;和采访学员与他们的经验与他们的导师。新的知识将添加到指导文学和理论发展的基础上资产的指导理论的交叉性和社区文化财富，并选择性质的导师正在研究。该项目将创造知识和工具，支持在地方，区域和国家平台上进行有效指导的教育。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进行评估，被认为值得支持。