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

历史上的黑人学院和大学本科生计划（HBCU-UP）已确定研究在扩大参与干作为其优先事项之一，并致力于资助创新模式和研究，以提高阻碍和因素的理解，提高我们的能力，扩大参与干。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，这些研究将为理论模型的开发奠定基础，这些模型与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有关。 该项目包括必要的研究、教育、知识转让和外联部分。 它是唯一准备改变当前的心理学理论对干学习，同时从事参与者从至少30 HBCU，从而给声音的不同情况下，可能会提高我们的理解干学习和干教学法。有三个首要的项目研究问题：（1）什么是基于身份的动机在HBCU干非洲裔美国本科生的性质？; (2)基于身份的动机如何与HBCUs的非裔美国本科生STEM的参与，坚持和成就相关？(3)人工智能机器学习[AIML]如何增加对HBCU STEM非裔美国本科生基于身份的动机性质的理解？ 拟议的BPRC的主要目标是：中心的身份和动机的STEM发展的非洲裔美国学生如下：（1）制定，实施和评估合作伙伴的业务计划，为更大规模的BPRC的发展提供信息;（2）扩大和维持四个机构的研究能力（霍华德大学、温斯顿-塞勒姆州立大学和科平州立大学莫尔豪斯学院）对HBCU本科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推广，转移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训练课程，培养下一代心理科学拓宽参与学者。该项目与国家科学基金会的战略优先事项保持一致，以提高HBCU的研究能力和卓越研究。在HBCU学习环境中产生的关于心理经验的知识可以为HBCU未来的实践提供信息，同时也告诉其他机构，不是HBCUs可以培养心理丰富的环境，促进学习和成功的非裔美国本科生在干。这个奖项反映了NSF的法定使命，并已被认为是值得支持的评估使用基金会的智力价值和更广泛的影响审查标准。

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.