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项目（HBCU-UP）已经将扩大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式和研究，以增强对阻碍我们扩大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，旨在启动必要研究的实施，为有关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的理论模型的发展奠定基础。该项目包括必要的研究、教育、知识转让和外联部分。它以独特的姿态改变了目前关于STEM学习的心理学理论，同时吸引了至少30个hbcu的参与者，从而为不同的背景发出了声音，这可能会增强我们对STEM学习和STEM教学法的理解。有三个主要的项目研究问题：(1)HBCUs STEM专业的非裔美国本科生基于身份的动机的本质是什么？(2)基于身份的动机如何与HBCUs非裔美国本科生在STEM专业的投入、坚持和成就相关？(3)人工智能机器学习（AIML）如何增进对HBCUs STEM专业非裔美国本科生基于身份动机本质的理解？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)扩大和维持四所大学（霍华德大学、温斯顿-塞勒姆州立大学和莫尔豪斯学院、科普宾州立大学）的研究能力，开展HBCU本科STEM教育的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，转移有关非裔美国学生在STEM中基于身份的动机的知识；(4)开发一套混合方法的心理学拓宽参与研究培训课程，培养下一代心理学拓宽参与学者。该项目符合美国国家科学基金会的战略重点，即投资于提高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体验的知识可以为HBCU的未来实践提供信息，同时也可以告诉其他非HBCU机构如何培养心理丰富的环境，促进非裔美国本科生在STEM领域的学习和成功。该奖项反映了美国国家科学基金会的法定使命，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。

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.