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Broadening Participation Research Project: Understanding the role of culture in an intervention to increase the persistence of African American STEM students

扩大参与研究项目：了解文化在提高非裔美国 STEM 学生毅力的干预措施中的作用

基本信息

批准号：
2011931
负责人：
Marie Hammond
金额：
$ 35万
依托单位：
Tennessee State University
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2020
资助国家：
美国
起止时间：
2020-08-01 至 2023-07-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2011931&HistoricalAwards=false
关键词：
Broadening Participation Research Project Understanding

项目摘要

The proposed project will examine the impact of contextual factors, career planning skills, confidence in career decision, mindset, social class, and social capital on career development of STEM students. Researchers will investigate the tole of these factors on African American STEM student persistence. As a translational research study, the project grounds theory in practice and demonstrates the impact of using a revised intervention focused on developing the career management skills of African American undergraduate STEM students. The researchers will produce evidence of an effective method for increasing the retention of minority STEM students. Grounded in Social Cognitive Career Theory (SCCT), the project follows a mixed methods design to answer three research questions: (1) How do SCCT-defined contextual factors such as social capital and social class affect the change in participants’ career planning abilities and intentions to obtain a graduate degree in STEM? (2) How does an increase in institutional resources designed to support STEM majors impact the efficacy of the intervention? and (3) What is the long-term impact of the intervention on STEM students who participated in the prior career management interventions? Researchers will obtain quantitative and qualitative information on the impact of the intervention and support model building related to career development of minority students. The project is expected to fill a gap in the vocational psychology and STEM persistence literature, i.e., the integration of theory related to career development with underrepresented minorities with research on effective career intervention, growth mindset, and academic persistence for African American STEM students. This project is funded by the Historically Black Colleges and Universities Undergraduate Program, broadening participation in STEM education research track.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.

建议的项目将研究背景因素，职业规划技能，职业决策的信心，心态，社会阶层和社会资本对STEM学生职业发展的影响。研究人员将调查这些因素对非裔美国STEM学生持久性的托勒。作为一项转化研究，该项目将理论与实践相结合，并展示了使用修订后的干预措施的影响，该干预措施的重点是发展非裔美国本科STEM学生的职业管理技能。研究人员将提供一种有效方法的证据，以提高少数STEM学生的保留率。该项目以社会认知职业理论（SCCT）为基础，采用混合方法设计来回答三个研究问题：（1）SCCT定义的背景因素（例如社会资本和社会阶层）如何影响参与者职业规划能力和意图的变化获得STEM研究生学位？(2)如何增加旨在支持STEM专业的机构资源影响干预的有效性？以及（3）干预对参与先前职业管理干预的STEM学生的长期影响是什么？研究者将获得有关少数民族学生职业发展的干预和支持模式构建的影响的定量和定性信息。该项目预计将填补职业心理学和STEM持久性文献的空白，即，将与代表性不足的少数民族的职业发展相关的理论与非洲裔美国STEM学生的有效职业干预，成长心态和学术坚持性研究相结合。该项目由历史上的黑人学院和大学本科项目资助，扩大了STEM教育研究轨道的参与。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。

项目成果

期刊论文数量（2）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

RETAINING UNDERREPRESENTED STUDENTS IN BIOLOGY: OUTCOMES OF A CULTURALLY RESPONSIVE INTERVENTION ON PERCEPTIONS OF SUPPORTS AND BARRIERS

留住生物学领域代表性不足的学生：对支持和障碍的看法进行文化响应干预的结果

DOI：
10.1615/jwomenminorscieneng.2021034959
发表时间：
2021
期刊：
Journal of Women and Minorities in Science and Engineering
影响因子：
0
作者：
Smith, Carin K.;Young-Seigler, Artenzia C.;Martin, Elaine D.;Capretto, Jessica J.;Hammond, Marie S.
通讯作者：
Hammond, Marie S.

Persistence of African American Females in Engineering: The Mathematics Identity Factor.

非裔美国女性在工程领域的坚持：数学身份因素。