Fostering Belonging, Competency, Leadership at an All-Women’s College: the Marie Curie III Scholarship Program
在女子学院培养归属感、能力和领导力:居里夫人三世奖学金计划
基本信息
- 批准号:2130502
- 负责人:
- 金额:$ 134.72万
- 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:2021-10-01 至 2027-09-30
- 项目状态:未结题
- 来源:
- 关键词:
项目摘要
This project will contribute to the national need for well-educated scientists, mathematicians, engineers, and technicians by supporting the retention and graduation of high-achieving, low-income students with demonstrated financial need at the College of Saint Mary in Omaha, NE. The College of Saint Mary is a private all-women’s university dedicated to helping women realize their potential and self-worth, identify leadership strengths, and find fulfillment in careers and lives. Over its six-year duration, this project will fund scholarships to 24 unique fulltime students who are pursuing bachelor’s degrees in Biology, Chemistry, or Mathematics. Each first-year student selected as a Marie Curie Scholar will receive a 4-year scholarship. Throughout the course of their studies, research will be conducted to examine the extent to which participation in each of the program’s components impacts students’ perception of their own belonging in Science, Technology, Engineering, and Mathematics (STEM), self-assessment of their own science and mathematic competency, and confidence in their ability to pursue and persist in STEM careers. This project will provide an intentional four-year plan for each cohort of Scholars that will help prepare students for success in STEM courses, inspire them to explore different careers in STEM fields, provide research and/or work experience with faculty and industry partners, and aid the Scholars with job and/or graduate school placement. Data on Marie Curie Scholars will be compared across Scholar and non-Scholar cohorts. This project will advance knowledge and understanding of the educational experiences of women in relationship to (1) practices using an integrated STEM curriculum, research, and co-curricular design specific to cohort-based learning and (2) highly engaged and authentic STEM career and graduate-school exploration activities with an emphasis on communal opportunities and goal orientation.The overall goal of this project is to increase STEM degree completion of low-income, high-achieving undergraduates with demonstrated financial need. Specifically, this project will assess the extent to which participation in STEM experiences, training, and exposure to STEM careers affects the retention of female undergraduate students pursing bachelor’s degree in Biology, Chemistry, or Mathematics as well as changes in their communal and agentic goal orientations and STEM career goal affordances. According to role congruity theory, women (and men) form gender-role congruent goals, which leads to gender differences in career interests. Women endorse communal more than agentic goals. This results in a gender gap in STEM fields as such careers are typically viewed as affording agentic rather than communal goals. The researchers plan to examine these relationships both cross-sectionally and longitudinally. This project will examine the following research questions: (1) Are experience and training in STEM related to communal and agentic goal orientations and perceptions of STEM career goal affordances? (2) Are experience and training in STEM related to change over time in perceptions of the extent to which STEM careers are perceived as affording communal and agentic goals? (3) Are experience and training in STEM related to greater belonging/fit in STEM? (4) Do experience and training in STEM, communal and agentic goal orientations, and perceptions of STEM goal affordances predict greater perceived belonging and interest in STEM? The project will provide participants with an intentional four-year plan that will provide additional academic support, expose students to a variety of STEM professions, develop a network of local STEM professionals, provide training and research experiences, secure internships, and assist in job placement or continued STEM education. Project researchers will assess the extent to which participation in each of these experiences affects students’ perception of STEM fit, goal orientation, and career affordances. The results of this study will also advance understanding of programming’s impact on retention, graduation rates, achieved academic/career placement, and perception of career fit and goal orientation in non-medical STEM careers. The outcomes of this project will be published in peer-review journals and disseminated through research presentations at regional and national STEM and psychology conferences. Advances from evaluative and research efforts will be disseminated widely to improve undergraduate STEM education for women and contribute to the development of a diverse, competitive STEM workforce. This project is funded by NSF’s Scholarships in Science, Technology, Engineering, and Mathematics program, which seeks to increase the number of low-income academically talented students with demonstrated financial need who earn degrees in STEM fields. It also aims to improve the education of future STEM workers, and to generate knowledge about academic success, retention, transfer, graduation, and academic/career pathways of low-income students.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.
该项目将通过支持在内华达州奥马哈的圣玛丽学院留住和毕业有经济需要的高成就低收入学生,来促进国家对受过良好教育的科学家、数学家、工程师和技术人员的需求。圣玛丽学院是一所私立女子大学,致力于帮助女性实现她们的潜力和自我价值,确定领导能力,并在职业和生活中找到成就感。在为期六年的时间里,该项目将为24名正在攻读生物、化学或数学学士学位的全日制学生提供奖学金。每名被选为玛丽·居里夫人奖学金的一年级学生将获得为期4年的奖学金。在整个学习过程中,将进行研究,以考察参与该计划的每个组成部分对学生对自己在科学、技术、工程和数学(STEM)中的归属感、对自己的科学和数学能力的自我评估,以及对他们追求和坚持STEM职业生涯的信心的影响程度。该项目将为每一批学者提供一个有针对性的四年计划,帮助学生为STEM课程的成功做好准备,激励他们在STEM领域探索不同的职业,提供与教师和行业合作伙伴的研究和/或工作经验,并帮助学者们找到工作和/或进入研究生院。关于玛丽·居里学者的数据将在学者和非学者队列中进行比较。该项目将在以下方面增进对妇女教育经验的了解和理解:(1)采用综合STEM课程、研究和专门针对基于群体的学习的联合课程设计的做法;(2)高度参与性和真实性的STEM职业和研究生探索活动,强调公共机会和目标导向。该项目的总体目标是提高低收入、高成就、有经济需求的本科生的STEM学位完成情况。具体地说,该项目将评估参加STEM经历、培训和从事STEM职业对攻读生物、化学或数学学士学位的女本科生的留住以及她们共同和代理目标取向以及STEM职业目标负担的变化的影响程度。根据角色一致性理论,女性(和男性)形成性别角色一致性目标,从而导致职业兴趣上的性别差异。女性更支持公共目标,而不是代理目标。这导致了STEM领域的性别差距,因为这类职业通常被视为提供代理目标,而不是共同目标。研究人员计划从横向和纵向两方面考察这些关系。本项目将考察以下研究问题:(1)STEM的经验和培训是否与STEM的共同和代理目标定向以及对STEM职业目标负担的感知有关?(2)STEM的经验和培训是否与STEM职业被视为提供公共和代理目标的程度的认知随时间的变化有关?(3)STEM的经验和培训是否与STEM更大的归属感/适合性有关?(4)STEM、社区和代理目标定向的经验和培训以及对STEM目标负担的感知是否预示着STEM更大的归属感和兴趣?该项目将为参与者提供一个有目的的四年计划,该计划将提供额外的学术支持,让学生接触各种STEM专业,发展当地STEM专业人员网络,提供培训和研究经验,获得实习机会,并协助安排就业或继续STEM教育。项目研究人员将评估参与其中每一种体验对学生对STEM匹配、目标导向和职业承受能力的感知的影响程度。这项研究的结果还将促进对编程在非医学STEM职业中对保留率、毕业率、实现学业/职业安置以及职业匹配和目标定向的影响的理解。该项目的成果将发表在同行评议期刊上,并通过在区域和国家STEM和心理学会议上的研究报告进行传播。评估和研究工作的进展将被广泛传播,以改善女性本科生STEM教育,并有助于发展一支多样化、具有竞争力的STEM劳动力队伍。该项目由NSF的科学、技术、工程和数学奖学金项目资助,该项目旨在增加在STEM领域获得学位的低收入学术天才学生的数量。它还旨在改善未来STEM工作者的教育,并产生关于低收入学生的学业成功、留住、转移、毕业和学术/职业道路的知识。该奖项反映了NSF的法定使命,并通过使用基金会的智力优势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
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