CAREER: Thriving in Context: Bridging Academic, Social, and Psychological Wellbeing among Black College Women to Increase STEM Retention (Broadening Participation and Persistence)

职业：在环境中蓬勃发展：在黑人女大学生中架起学术、社会和心理健康的桥梁，以提高 STEM 保留率（扩大参与和坚持）

• 批准号: 2042090
• 负责人: Seanna Leath
• 金额: $ 50万
• 依托单位: University of Virginia Main Campus
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-09-01 至 2023-11-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2042090&HistoricalAwards=false
• 关键词: CAREER; Thriving; Context; Bridging; Academic

Academic motivation has received more attention regarding Black women’s STEM retention. Yet, psychosocial processes, particularly those tied to discrimination, are crucial to understanding how Black women navigate university contexts. What is less clear is under what conditions and in what ways, individual factors and institutional resources, operate as protective factors for Black women’s STEM retention. How might attention to social and psychological phenomenon shed light on academic motivation and STEM retention among Black women? The present CAREER proposal draws on an integrated program of research and education to: (1) focus specifically on how, in addition to academic ability, social and psychological wellbeing are largely neglected, but powerful influences on Black women’s STEM retention; (2) investigate key moderators of the relationships between Black women’s perceptions of institutional climate and STEM persistence; and (3) explore how Black women cultivate networks of personal and institutional support to offset identity-based marginalization and thrive. This work was supported by the Developmental Sciences program and the Education and Human Resources Core Research program.The project includes two phases of research and an educational plan that will benefit a range of stakeholders, including educators, scholars, and community organizations. The first phrase involves mixed methodological data collection with annual surveys and in-depth, semi-structured interviews with Black undergraduate women at two local institutions (PWI and HBCU) over a 4-year period. The second phase involves design-based research with administrators at both universities to develop a comprehensive set of practical resources for future cohorts of Black undergraduate women. The current study will expand developmental theories of college student adjustment to create a student thriving framework that examines individual and institutional-level factors as key aspects of STEM achievement and retention. In addition, the findings will inform institutional efforts on helping Black women thrive in STEM contexts, and use a multi-tiered approach with Black women STEM majors, faculty in STEM departments, and university leaders.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.

关于黑人女性 STEM 保留率的学术动机受到了更多关注。然而，社会心理过程，尤其是与歧视相关的心理过程，对于理解黑人女性如何适应大学环境至关重要。不太清楚的是，个人因素和机构资源在什么条件下以何种方式发挥作用，成为黑人女性保留 STEM 的保护因素。对社会和心理现象的关注如何揭示黑人女性的学术动机和 STEM 保留率？目前的职业提案借鉴了研究和教育的综合计划，以：（1）特别关注除了学术能力之外，社会和心理健康如何在很大程度上被忽视，但却对黑人女性的 STEM 保留率产生强大影响； (2) 调查黑人女性对制度氛围的看法与 STEM 坚持之间关系的关键调节因素； (3) 探讨黑人女性如何培养个人和机构支持网络，以抵消基于身份的边缘化并实现繁荣。这项工作得到了发展科学计划以及教育和人力资源核心研究计划的支持。该项目包括两个阶段的研究和一项教育计划，将使包括教育工作者、学者和社区组织在内的一系列利益相关者受益。第一个阶段涉及混合方法数据收集、年度调查以及对两个当地机构（PWI 和 HBCU）的黑人本科女性进行为期 4 年的深入、半结构化访谈。第二阶段涉及与两所大学的管理人员进行基于设计的研究，为未来的黑人女本科生开发一套全面的实用资源。当前的研究将扩展大学生适应的发展理论，以创建一个学生蓬勃发展的框架，该框架将个人和机构层面的因素作为 STEM 成就和保留的关键方面进行审查。此外，研究结果将为帮助黑人女性在 STEM 背景下蓬勃发展的机构努力提供信息，并对黑人女性 STEM 专业、STEM 系教师和大学领导采用多层次方法。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力优点和更广泛的影响审查标准进行评估，被认为值得支持。