CAREER Exploring the Role of STEM Faculty Beliefs & Classroom Culture on Undergraduate Minoritized Students Experiences Achievement and Persistence in STEM

职业生涯探索 STEM 教师信念的作用

• 批准号: 2145105
• 负责人: Afiya Fredericks
• 金额: $ 159.56万
• 依托单位: University of the District of Columbia
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-04-01 至 2027-03-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2145105&HistoricalAwards=false
• 关键词: CAREER; Exploring; Role; STEM; Faculty

The Faculty Early Career Development (CAREER) program is a National Science Foundation-wide activity that offers awards in support of early-career faculty who have the potential to serve as academic role models in research and education, to lead advances in the mission of their department or organization, and to build a foundation for a lifetime of leadership in integrating education and research. This CAREER project seeks to generate new knowledge about the approaches and strategies of science, technology, engineering, and mathematics (STEM) professors at Historically Black Colleges and Universities (HBCUs) and how they successfully cultivate growth mindset classroom cultures, as experienced by their students, to create more equitable learning environments for minoritized students. Negative stereotypes about who can and cannot succeed in STEM adversely affect progress toward the U.S. goal of developing a high quality, diverse STEM workforce. STEM interest and persistence amongst minoritized students (e.g., Black, Latinx, Native American), in particular, are alarmingly lower when students encounter negative stereotypes and inequitable educational environments. Higher education faculty have the power and autonomy to directly influence STEM learning environments and bring about the changes necessary to support students’ participation and persistence in STEM fields, but little is known about how professors’ beliefs are communicated and how they can cultivate a growth mindset classroom culture. Furthermore, there is a need for exploration of how Black students experience mindsets in STEM classrooms where they are not the racial minority. Growth mindset is belief in the malleability of intelligence and abilities. This CAREER inquiry uses a sequential explanatory mixed-methods approach to examine the relationships between STEM faculty beliefs, classroom culture, and the experiences, achievement, and persistence of Black students at HBCUs. The project studies HBCU professors of STEM introductory courses and their students to investigate beliefs and pedagogical practices, perceptions of classroom culture, and STEM engagement, persistence, and achievement. Classroom observations will enable investigation of the presence of mindset messages and climate. This work integrates research and education to generate new knowledge and explanations about how to cultivate growth mindset classroom cultures and the associated impact on minoritized students in STEM. Findings will inform the development of a workshop for STEM faculty, the creation and implementation of a graduate colloquium to support and prepare future STEM faculty and the development of course modules, case studies and presentations for broad impact. This project is funded by the Historically Black Colleges and Universities – Undergraduate Program (HBCU-UP), which is committed to enhancing the quality of undergraduate STEM education and research at Historically Black Colleges and Universities (HBCUs) in order to broaden participation in the nation's STEM workforce and in part by the EHR Core Research (ECR) program, which supports work that advances fundamental research on STEM learning and learning environments, broadening participation in STEM, and STEM workforce development. This award is funded in whole or in part under the American Rescue Plan Act of 2021 (Public Law 117-2).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.

教师早期职业发展（CAREER）计划是国家科学基金会范围内的活动，提供奖励，以支持早期职业教师谁有潜力作为研究和教育的学术榜样，领导他们的部门或组织的使命的进步，并建立一个基础，在整合教育和研究的领导终身。这个职业生涯项目旨在产生关于科学，技术，工程和数学（STEM）教授的方法和策略的新知识历史上黑人学院和大学（HBCU）以及他们如何成功地培养成长型思维的课堂文化，正如他们的学生所经历的那样，为少数民族学生创造更公平的学习环境。关于谁能和不能在STEM领域取得成功的负面刻板印象对美国发展高质量、多样化的STEM劳动力的目标产生了不利影响。少数民族学生对STEM的兴趣和坚持（例如，当学生遇到负面的陈规定型观念和不公平的教育环境时，特别是黑人、拉丁美洲人、美洲土著人的入学率低得惊人。高等教育教师有权力和自主权直接影响STEM学习环境，并带来必要的变化，以支持学生参与和坚持STEM领域，但很少有人知道教授的信念是如何传达的，以及他们如何培养成长型思维的课堂文化。此外，有必要探索黑人学生如何在他们不是少数种族的STEM教室中体验心态。 成长心态是相信智力和能力的可塑性。这个职业调查使用顺序解释混合方法的方法来检查干教师的信念，课堂文化和经验，成就和黑人学生在HBCU的持久性之间的关系。该项目研究HBCU教授的STEM入门课程和他们的学生调查信仰和教学实践，课堂文化的看法，以及STEM参与，坚持和成就。课堂观察将使调查存在的心态信息和气氛。这项工作整合了研究和教育，以产生关于如何培养成长型思维的课堂文化以及对STEM中少数民族学生的相关影响的新知识和解释。调查结果将为STEM教师研讨会的发展提供信息，创建和实施研究生座谈会，以支持和准备未来的STEM教师，并开发课程模块，案例研究和演示文稿，以产生广泛的影响。该项目由历史上的黑人学院和大学-本科项目（HBCU-UP）资助，该项目致力于提高历史上的黑人学院和大学（HBCUs）的本科STEM教育和研究质量，以扩大对国家STEM劳动力的参与，部分由EHR核心研究（ECR）计划资助，它支持推进STEM学习和学习环境基础研究的工作，扩大STEM的参与和STEM劳动力发展。该奖项全部或部分由2021年美国救援计划法案（公法117-2）资助。该奖项反映了NSF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。