MCA: Towards a Theory of Engineering Identity Development & Persistence of Minoritized Students with Imposter Feelings: A Longitudinal Mixed-methods Study of Developmental Networks
MCA:迈向工程身份发展理论
基本信息
- 批准号:2120742
- 负责人:
- 金额:$ 30.68万
- 依托单位:
- 依托单位国家:美国
- 项目类别:Standard Grant
- 财政年份:2021
- 资助国家:美国
- 起止时间:2021-09-01 至 2024-04-30
- 项目状态:已结题
- 来源:
- 关键词:
项目摘要
The project aims to advance the principal investigator’s research agenda on developmental relationships as mechanisms for career advancement of women and people of color. The investigator will undertake a new area of research by exploring imposter syndrome among women and minoritized students and intersectionality in STEM while also gaining expertise in latent growth curve analysis. The project aims to develop a theory on the relationship between minoritized students’ developmental networks and their engineering identity and disposition development. The research includes a longitudinal data analysis, experimental research, use of Subject-Object Interview (SOI) to assess developmental stage empirically as an antecedent of developmental networks, and quantitative and qualitative examination of Imposter Phenomenon (IP). The study integrates the Social Cognitive Career Theory and the theoretical framework of intersectionality to theorize the value of developmental networks s a relational space that can enable minoritized students to address imposter feelings stemming from the conflict between their multiple identities through intersectional identity work. Nine propositions are offered to examine the mechanisms through which a network of developers can build capacity of minoritized students in engineering to engage in intersectional identity work needed to develop an engineering identity and persist. The results of the project are expected to broaden the understanding of factors that increase STEM persistence among women and minoritized students.The project will examine three overarching research questions: (1) What individual and developmental factors determine the optimal structure and content of developmental networks needed for supporting women and students of color to develop a stable engineering identity needed to persist in engineering over time? (2) How does the structure of one’s developmental network in terms of strength of relationships with developers similar and dissimilar to women and minoritized students in terms of race/gender and density in regard to the extent to which those developers know each other influence their likelihood of overcoming imposter feelings and develop engineering identity to persist in engineering over time? (3)How does the content of one’s developmental network in terms of culturally relevant mentoring support received from developers from multiple social spheres influence their likelihood of overcoming imposter feelings and develop engineering identity to persist in engineering over time? Quantitative and qualitative data will be collected from minoritized engineering students who will participate in surveys, workshops, and exercises and analyzed using correlational analysis, means, standard deviations, reliability analysis of scale, demographic instruments, latent growth curve modeling, and structural equation modeling. The study will develop theory about developmental networks that can guide interventions designed to increase STEM persistence of women and minorities in engineering. This project is funded by the Mid-Career Advancement program that offers opportunities for scientists and engineers to substantively enhance and advance their research program through synergistic and mutually beneficial partnerships.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.
该项目旨在推进首席研究员关于发展关系作为妇女和有色人种职业发展机制的研究议程。研究者将通过探索女性和少数族裔学生中的冒名顶替综合症以及STEM中的交叉性来开展新的研究领域,同时还将获得潜在增长曲线分析方面的专业知识。本项目旨在建立一个关于少数民族学生的发展网络与他们的工程身份和性格发展之间关系的理论。本研究包括纵向数据分析、实验研究、利用主客体访谈(SOI)对发展阶段作为发展网络的先行项进行实证评估,以及对冒名顶替现象(IP)进行定量和定性检验。本研究将社会认知职业理论与交叉性理论框架相结合,将发展网络的价值理论化,发展网络是一种关系空间,可以使少数民族学生通过交叉身份工作来解决因多重身份冲突而产生的冒名顶替感。本文提出了九个命题,以检验开发者网络可以建立工程专业少数族裔学生的能力的机制,使他们能够参与开发工程身份并坚持下去所需的交叉身份工作。该项目的结果预计将扩大对增加女性和少数族裔学生坚持STEM的因素的理解。该项目将研究三个主要的研究问题:(1)哪些个体和发展因素决定了支持女性和有色人种学生发展稳定的工程身份所需的发展网络的最佳结构和内容?(2)一个人的发展网络的结构是如何与与女性和少数族裔学生在种族/性别和密度方面相似或不同的开发人员建立关系的强度,以及这些开发人员相互了解的程度,影响他们克服冒名顶替感和发展工程身份以长期坚持工程的可能性的?(3)从多个社会领域的开发人员那里获得的与文化相关的指导支持方面,一个人的发展网络的内容如何影响他们克服冒名顶替感和发展工程身份以长期坚持工程的可能性?将从参与调查、研讨会和练习的少数族裔工程学生中收集定量和定性数据,并使用相关分析、均值、标准偏差、规模可靠性分析、人口统计学工具、潜在增长曲线模型和结构方程模型进行分析。这项研究将发展关于发展网络的理论,可以指导旨在提高女性和少数民族在工程领域的持久性的干预措施。该项目由中期职业发展计划资助,该计划为科学家和工程师提供机会,通过协同互利的伙伴关系实质性地加强和推进他们的研究计划。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。
项目成果
期刊论文数量(0)
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Rajashi Ghosh其他文献
Towards mentoring the Indian organizational woman: Propositions, considerations, and first steps
指导印度组织女性:建议、考虑和第一步
- DOI:
10.1016/j.jwb.2011.04.005 - 发表时间:
2012 - 期刊:
- 影响因子:8.9
- 作者:
R. Haynes;Rajashi Ghosh - 通讯作者:
Rajashi Ghosh
Mentoring – is it Failing Women?
指导——是失败的女性吗?
- DOI:
10.1002/nha3.20126 - 发表时间:
2015 - 期刊:
- 影响因子:1.1
- 作者:
Rajashi Ghosh - 通讯作者:
Rajashi Ghosh
Mentoring from Different Social Spheres: How Can Multiple Mentors Help in Doctoral Student Success in Ed.D Programs?
来自不同社会领域的指导:多名导师如何帮助博士生在教育博士项目中取得成功?
- DOI:
- 发表时间:
2015 - 期刊:
- 影响因子:0
- 作者:
Tarae Terry;Rajashi Ghosh - 通讯作者:
Rajashi Ghosh
Asian Women in Leadership: An Introduction
亚洲女性领导力:简介
- DOI:
- 发表时间:
2017 - 期刊:
- 影响因子:0
- 作者:
Yonjoo Cho;Rajashi Ghosh;Judy Y. Sun;G. McLean - 通讯作者:
G. McLean
Using workplace experiences for learning about affect and creative problem solving: Piloting a four-stage model for management education
利用工作场所经验来学习情感和创造性问题解决:试行管理教育的四阶段模型
- DOI:
10.1016/j.ijme.2014.03.003 - 发表时间:
2014 - 期刊:
- 影响因子:0
- 作者:
Jen Katz;Rajashi Ghosh - 通讯作者:
Rajashi Ghosh
Rajashi Ghosh的其他文献
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{{ truncateString('Rajashi Ghosh', 18)}}的其他基金
MCA: Towards a Theory of Engineering Identity Development & Persistence of Minoritized Students with Imposter Feelings: A Longitudinal Mixed-methods Study of Developmental Networks
MCA:迈向工程身份发展理论
- 批准号:
2421846 - 财政年份:2024
- 资助金额:
$ 30.68万 - 项目类别:
Standard Grant
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