BCSER: Understanding how student identities shape STEM retention: exploring perceptions of in-class interpersonal relationships and institutional and discipline inclusivity

BCSER：了解学生身份如何塑造 STEM 保留率：探索对课堂人际关系以及机构和学科包容性的看法

• 批准号: 2025162
• 负责人: Jeremiah Henning
• 金额: $ 34.89万
• 依托单位: University of South Alabama
• 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 2024-01-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2025162&HistoricalAwards=false
• 关键词: BCSER; Understanding; how; student; identities

This capacity building project includes a study to measure a suite of social identities salient in STEM classrooms to understand how identities shape perceptions of in-class, interpersonal relationships with peers and instructors and perceptions of institutional and disciplinary inclusivity and how these factors impact retention of marginalized identities in STEM majors and careers. The project will simultaneously explore multiple student identities and interactions among identities and explore how marginalized identities shape perceptions of in-class dynamics, institutional inclusivity, STEM inclusivity, and retention across STEM majors at the University of South Alabama. The study will allow the investigator to assess which aspects of student-student interactions and student-instructor interactions are most challenging to multiple marginalized identities in STEM courses. Additionally, the investigator will explore how perceptions of institutional inclusivity are shaped by multiple identities and determine how multiple identities and interactions among them shape existing stereotypes of who scientists are, have been, and can be. The investigator proposes to implement a professional development plan that leverages expertise in community ecology to conduct STEM education research by strengthening quantitative data methodology skills. The plan includes interaction with advisors and collaboration with the Equity and Diversity in Undergraduate STEM (EDU-STEM) network. The investigator will investigate four research questions: (1) How do multiple identities shape in-class student-student dynamics, student-faculty dynamics, perceptions of group work, and overall comfort within STEM classrooms?, (2) How do multiple identities shape institutional sense of belonging and perceptions of institutional inclusivity? , (3) How do multiple identities shape disciplinary sense of belonging, confidence in conducting science, and knowledge of core scientific principles?, and (4) How do the interactions among in-class dynamics, institutional inclusivity, and discipline inclusivity impact the retention of underrepresented groups in STEM majors and careers? Data will be collected through surveys across STEM courses to measure the research variables. The data will be used to quantify how in-class interpersonal relationships, institutional inclusivity, and discipline inclusivity determine retention rates of students identifying with multiple marginalized identities. The project will inform targeted interventions for inclusive pedagogies that can be implemented through faculty workshops aimed at improving faculty consciousness of student identities to focus on inclusive pedagogies. The project is funded by the Building Capacity in STEM Education Research competition of the ECR Core Research program. ECR supports fundamental research that focuses on STEM learning and learning environments, broadening participation in STEM, and STEM professional workforce development.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.

该能力建设项目包括一项研究，旨在衡量 STEM 课堂中突出的一系列社会身份，以了解身份如何塑造对课堂的看法、与同伴和教师的人际关系以及对机构和学科包容性的看法，以及这些因素如何影响 STEM 专业和职业中边缘化身份的保留。 该项目将同时探索多重学生身份和身份之间的相互作用，并探讨边缘化身份如何塑造南阿拉巴马大学 STEM 专业学生对课堂动态、机构包容性、STEM 包容性和保留率的看法。 该研究将使研究人员能够评估学生与学生互动以及学生与教师互动的哪些方面对 STEM 课程中的多重边缘化身份最具挑战性。 此外，调查人员还将探索多重身份如何塑造对机构包容性的看法，并确定多重身份和它们之间的相互作用如何塑造科学家是谁、曾经是和可以成为科学家的现有刻板印象。研究者建议实施一项专业发展计划，利用社区生态学的专业知识，通过加强定量数据方法技能来开展 STEM 教育研究。该计划包括与顾问的互动以及与本科生 STEM 公平与多样性 (EDU-STEM) 网络的合作。研究者将调查四个研究问题：（1）多重身份如何塑造课堂上的学生与学生之间的动态、学生与教师之间的动态、对小组工作的看法以及 STEM 课堂内的整体舒适度？（2）多重身份如何塑造机构归属感和机构包容性看法？ ，（3）多重身份如何塑造学科归属感、开展科学研究的信心以及核心科学原理知识？（4）课堂动态、机构包容性和学科包容性之间的相互作用如何影响 STEM 专业和职业中代表性不足的群体的保留？将通过跨 STEM 课程的调查收集数据，以衡量研究变量。 这些数据将用于量化课堂人际关系、机构包容性和学科包容性如何决定具有多重边缘化身份的学生的保留率。 该项目将为包容性教学法提供有针对性的干预措施，这些干预措施可以通过教师研讨会来实施，旨在提高教师对学生身份的认识，以专注于包容性教学法。该项目由 ECR 核心研究计划的 STEM 教育研究能力建设竞赛资助。 ECR 支持侧重于 STEM 学习和学习环境、扩大 STEM 参与以及 STEM 专业劳动力发展的基础研究。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

Undergraduate Surveys Reveal That Instructors Are Key in Students Overcoming Classroom Struggles During the COVID-19 Pandemic

本科生调查显示，在 COVID-19 大流行期间，教师是学生克服课堂困难的关键

• DOI: 10.3389/feduc.2022.841060
• 发表时间: 2022
• 期刊: Frontiers in Education
• 影响因子: 2.3
• 作者: Cannon, Randi L.;Clance, Lauren R.;Correia, Kelly M.;Morrison, Blair H.;Nelson, Madison T.;Henning, Jeremiah A.
• 通讯作者: Henning, Jeremiah A.

Adopting a multi-systems approach: examining the academic belongingness of first-generation college students with multiple stigmatized identities in STEM

采用多系统方法：审视STEM中多重污名化身份的第一代大学生的学术归属感

• DOI: 10.3389/feduc.2023.1183907
• 发表时间: 2023
• 期刊: Frontiers in Education
• 影响因子: 2.3
• 作者: Google, Angela N.;Sekaya, Grace;McMullen, Zachery;Henning, Jeremiah A.
• 通讯作者: Henning, Jeremiah A.