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

教师早期职业发展（Career）计划是一项国家科学基金会范围内的活动，为有潜力在研究和教育中担任学术榜样的早期职业教师提供奖励，领导其部门或组织的使命进步，并为整合教育和研究的终身领导奠定基础。这个职业项目旨在产生关于传统黑人学院和大学（HBCUs）的科学、技术、工程和数学（STEM）教授的方法和策略的新知识，以及他们如何成功培养学生所经历的成长型思维课堂文化，为少数族裔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，对美国培养高质量、多样化STEM劳动力的目标产生了不利影响。当少数族裔学生（如黑人、拉丁裔、美洲原住民）遇到负面刻板印象和不公平的教育环境时，他们对STEM的兴趣和坚持程度尤其低得惊人。高等教育教师有权力和自主权直接影响STEM学习环境，并带来必要的改变，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在STEM课堂上的心态，因为他们不是少数种族。成长型思维是相信智力和能力的可塑性。本职业调查采用顺序解释性混合方法来研究STEM教师信仰、课堂文化与HBCUs黑人学生的经历、成就和坚持之间的关系。该项目研究了HBCU STEM入门课程的教授及其学生，以调查他们的信仰和教学实践、对课堂文化的看法，以及STEM的参与、坚持和成就。课堂观察将有助于调查心态信息和气候的存在。这项工作将研究和教育结合起来，就如何培养成长型思维的课堂文化以及对STEM中少数族裔学生的相关影响产生新的知识和解释。研究结果将为STEM教师研讨会的发展、研究生研讨会的创建和实施提供信息，以支持和准备未来的STEM教师，以及课程模块、案例研究和演讲的发展，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（hbcu）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）项目资助，该项目支持推进STEM学习和学习环境的基础研究。扩大STEM的参与，以及STEM劳动力的发展。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。

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.