CAREER: Black Girl Brilliance and STEM Identity Development

教师早期职业发展(Career)计划是国家科学基金会范围内的一项活动，旨在为那些通过杰出的研究、出色的教育以及在其组织使命范围内整合教育和研究而体现教师学者作用的初级教师提供奖励。这个授予职业学者的项目旨在探索黑人女孩在进入单一性别的初中/高中接受中学教育时，如何发展积极的科学、技术、工程和数学(STEM)身份。该项目通过免费平台为教师、家长和学生创建和传播与文化相关的资源，从而将研究和教育融为一体。该奖项由EHR核心研究计划支持，该计划支持STEM基础教育研究计划。该项目是佐治亚州立大学和科雷塔·斯科特·金青年女性领导力学院之间的研究-实践合作研究。科雷塔·斯科特·金青年女性领导力学院是一所位于佐治亚州亚特兰大的STEM认证的单一性别学校，主要服务于有色人种女孩。利用黑人女孩STEM学习概念框架的多维性(King&amp；Pringle，2019)，这项研究将探索黑人女孩如何在STEM学习空间中散发出才华，以及她们进入大学并追求STEM轨迹的意图。这项纵向研究采用了一种混合方法，利用多水平建模来调查STEM身份结构随时间的变化，并使用Logistic回归来揭示哪些变量可以预测学生是否选择STEM专业。个人访谈、反思日志和博客文章为反故事的构建提供了信息，这些故事挑战了黑人女孩STEM学习经历的本质主义观点。这项工作的智力差异揭示了科学、技术、工程和数学方面的身份发展，以便集体理解黑人女孩在四个不同学科内容领域的STEM身份发展。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

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 explore the ways in which Black girls develop positive science, technology, engineering, and mathematics (STEM) identities as they matriculate through secondary education at a single-gender middle/high school. This project integrates research and education by creating and disseminating culturally relevant resources for teachers, parents, and students through free platforms. This award is supported by the EHR Core Research program which supports fundamental STEM Education research initiatives. This project is a research-practice partnership study between Georgia State University and the Coretta Scott King Young Women’s Leadership Academy – a STEM certified single gender school in Atlanta, GA predominantly serving girls of color. Using the Multidimensionality of Black Girls’ STEM Learning conceptual framework (King & Pringle, 2019), the study will explore how Black girls exude brilliance in STEM learning spaces, and their intent to enroll in college and pursue a STEM trajectory. This longitudinal study employs a mixed methods approach utilizing multilevel modeling to investigate changes in STEM identity constructs over time, and logistic regression to reveal which variables predict whether or not a student declares a STEM major. Individual interviews, reflection journals, and blog posts inform the construction of counter-stories that challenge essentialist views of Black girls’ STEM learning experiences. The intellectual distinction of this work unearths identity development in science, technology, engineering and mathematics for a collective understanding of Black girls’ STEM identity development across the intersections of four distinct disciplinary content areas.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.