Broadening Participation Research Center: Collaborative Research: Center for Research on Identity and Motivation of African American Students in STEM

传统黑人学院和大学本科项目 (HBCU-UP) 将扩大 STEM 参与的研究确定为其优先事项之一，并致力于资助创新模型和研究，以加深对阻碍和增强我们扩大 STEM 参与能力的障碍和因素的理解。该项目由霍华德大学、温斯顿塞勒姆州立大学、科平州立大学和莫尔豪斯学院提出，旨在启动基础研究的实施，为非裔美国学生在科学、技术、工程和数学领域的身份和动机研究相关的理论模型的发展奠定基础。 该项目由必要的研究、教育、知识转移和外展组成。 它具有独特的优势，将改变当前有关 STEM 学习的心理学理论，同时吸引至少 30 个 HBCU 的参与者，从而表达不同背景的声音，从而增强我们对 STEM 学习和 STEM 教学法的理解。项目研究存在三个首要问题：(1) HBCU 的 STEM 非洲裔美国本科生基于身份的动机的本质是什么？ (2) 基于身份的动机与 HBCU 的 STEM 本科非裔美国学生的参与度、坚持性和成就如何相互关联？ (3) 人工智能机器学习 [AIML] 如何增进对 HBCU STEM 非洲裔美国本科生基于身份的动机本质的理解？ 拟议的 BPRC：非裔美国学生 STEM 身份和动机发展中心的主要目标如下：(1) 制定、实施和评估合作伙伴运营计划，为更大规模的 BPRC 的发展提供信息； (2) 扩大和维持四个机构（霍华德大学、温斯顿塞勒姆州立大学、莫尔豪斯学院、科平州立大学）的研究能力，对 HBCU 本科生 STEM 教育进行混合方法心理学拓宽参与研究； (3) 与现有的 HBCU 研究实验室和密歇根大学国家机构多样性中心合作，制定一项强有力的战略，通过多媒体和各种形式的传播和外展，传递有关非裔美国学生在 STEM 中基于身份的动机的知识； （4）开发混合方法心理学拓宽参与研究培训课程，以培养下一代拓宽参与心理科学学者。该项目与国家科学基金会的战略重点相一致，即进行投资以提高 HBCU 的研究能力和卓越的研究水平。在 HBCU 学习环境中产生的有关心理体验的知识可以为 HBCU 的未来实践提供信息，同时还可以告知其他非 HBCU 机构如何培养心理丰富的环境，从而促进非裔美国本科生在 STEM 领域的学习和成功。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 Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) has identified research in broadening participation in STEM as one of its priorities and is committed to funding innovative models and research to enhance the understanding of the barriers that hinder and factors that enhance our ability to broaden participation in STEM. The project presented by Howard University, Winston-Salem State University, Coppin State University, and Morehouse College has been designed to initiate the implementation of essential research that will set the foundation for the development of the theoretical models that pertain to the research on identity and motivation of African American students in science, technology, engineering and mathematics fields. The project consists of the requisite research, education, knowledge transfer and outreach components. It is uniquely poised to transform current psychology theories on STEM learning while engaging participants from a minimum of 30 HBCUs, thereby giving voice to the diverse contexts that may enhance our understanding of STEM learning and STEM pedagogy.There are three overarching project research questions: (1) What is the nature of identity-based motivation among African American undergraduates in STEM at HBCUs?; (2) How is identity-based motivation interrelated with engagement, persistence, and achievement of undergraduate African American students in STEM at HBCUs?; (3) How can artificial intelligence machine learning [AIML] increase understanding of the nature of identity-based motivation among African American undergraduates in STEM at HBCUs? The primary objectives of the proposed BPRC: Center for the Development of Identity and Motivation of African American Students in STEM are as follows: (1) to develop, implement, and evaluate a partner operational plan that informs the development of a larger scale BPRC; (2) to expand and sustain the research capacity at four institutions (Howard University, Winston-Salem State University, and Morehouse College, Coppin State University) to conduct mixed methods psychology broadening participationresearch on HBCU undergraduate STEM education; (3) to partner with existing HBCU research labs and the University of Michigan National Center for Institutional Diversity to develop a robust strategy to transfer knowledge about identity-based motivation of African American students in STEM through multimedia and varied forms of dissemination and outreach; and (4) to develop a mixed methods psychology broadening participation research training curriculum to produce the next generation of scholars in the psychological science of broadening participation. The project is aligned with the strategicpriority of the National Science Foundation to make investments that enhance both research capacity and excellence in research at HBCUs. Knowledge generated about psychological experiences in HBCU learning contexts can inform future practices at HBCUs, while also informing how other institutions that are not HBCUs can cultivate psychologically enriching environments that promote learning and success among African American undergraduate students in STEM.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.