Collaborative Research: Enhancing Underrepresented Student Engagement in STEM through Mentoring and Family Involvement

合作研究：通过指导和家庭参与提高代表性不足的学生对 STEM 的参与

• 批准号: 2148560
• 负责人: Jerrod Henderson
• 金额: $ 73.95万
• 依托单位: University of Houston
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-06-01 至 2027-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2148560&HistoricalAwards=false
• 关键词: Collaborative; Research; Enhancing; Underrepresented; Student

This collaborative project is an informal science, technology, engineering, and mathematics (STEM) intervention that will uniquely combine partnerships between STEM and education faculty at the University of Houston (UH) with mentorship from the participants’ families and UH STEM undergraduate mentors to provide hands-on STEM experiences to fourth- and fifth-grade Students of Color. The project aims to increase awareness of and interest in STEM careers as a way to broaden participation in STEM careers. Key program components will include weekly hands-on activities that engage the students with technology through the engineering design process led by undergraduate STEM mentors who also are from groups underrepresented in STEM careers; the Scientist of the Week, which exposes students either to a STEM pioneer from underrepresented groups or a current STEM professional from an industry partner; the math problem of the day, which is aligned to state standards for fourth and fifth grades; and an end-of-year interactive STEM fair, during which students demonstrate their knowledge to larger audiences from their schools and communities.The research questions that will guide this mixed-methods project will include: 1) What strategies help conceptualize STEM knowledge in a manner that affirms students' racial identity and cultural ways of knowing? 2) How do students' STEM identity and awareness of and interest in STEM change over time? 3) How do families engage in their children’s STEM learning in out-of-school STEM communities, and 4) how does family participation shape students' interest in STEM and their STEM identity? Data from interviews, observations, and questionnaires on Engineering Identity and Career Aspirations will be gathered and analyzed to study possible changes over time. The project's research will contribute to the knowledge-base on family engagement in STEM learning and the STEM identities of racially and ethnically diverse students. Specifically, the team will build upon their prior research on students' STEM identity and program implementation by studying students' STEM identity longitudinally, the racial dimensions of STEM identity, and variability in program implementation across school sites. This project will also have an explicit focus on broadening participation in STEM studies and careers among Students of Color. Within two years, the project will expand to four elementary schools in the Houston region. During the timeline of this award, the project will directly impact 140 fourth and fifth grade Students of Color and an additional 50 students and families per site, per year through the annual interactive STEM fair. This project will also directly engage 50 racially and ethnically diverse STEM mentors who lead project activities. A final product of this work will be a program model guided by principled adaptation that positions the project for large-scale implementation. This project is funded by the Innovative Technology Experiences for Students and Teachers (ITEST) program, which supports projects that build understandings of practices, program elements, contexts and processes contributing to increasing students' knowledge and interest in science, technology, engineering, and mathematics (STEM) and information and communication technology (ICT) careers.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.

这个合作项目是一个非正式的科学，技术，工程和数学（STEM）干预，将独特的联合收割机之间的合作伙伴关系结合起来干和教育教师在休斯顿大学（UH）与参与者的家庭和UH干本科导师提供动手干的经验，以四，五年级学生的颜色。该项目旨在提高对STEM职业的认识和兴趣，以扩大对STEM职业的参与。关键的计划组成部分将包括每周动手活动，通过工程设计过程中的本科生STEM导师谁也是来自STEM职业代表性不足的群体领导的学生从事技术;本周的科学家，让学生接触到来自代表性不足的群体的STEM先驱或来自行业合作伙伴的当前STEM专业人士;当天的数学问题，这是一致的四年级和五年级的国家标准;和一个年底的互动STEM公平，在此期间，学生展示他们的知识，从他们的学校和社区更大的观众。研究问题，将指导这个混合方法项目将包括：1）什么策略有助于以肯定学生种族身份和文化认知方式的方式概念化STEM知识？2)学生的STEM身份以及对STEM的认识和兴趣如何随着时间的推移而变化？3)家庭如何参与孩子在校外STEM社区的STEM学习，以及4）家庭参与如何塑造学生对STEM的兴趣和他们的STEM身份？将收集和分析来自工程身份和职业抱负的访谈，观察和问卷调查的数据，以研究随着时间的推移可能发生的变化。该项目的研究将有助于家庭参与STEM学习的知识基础以及种族和民族多样化学生的STEM身份。具体而言，该团队将建立在他们之前对学生的STEM身份和项目实施的研究基础上，纵向研究学生的STEM身份，STEM身份的种族维度，以及学校网站之间项目实施的可变性。该项目还将明确侧重于扩大有色人种学生对STEM研究和职业的参与。在两年内，该项目将扩大到休斯顿地区的四所小学。在这个奖项的时间轴，该项目将直接影响140个四年级和五年级学生的颜色和额外的50个学生和家庭每个网站，每年通过年度互动STEM公平。该项目还将直接聘请50名不同种族和民族的STEM导师领导项目活动。这项工作的最终产品将是一个由原则性适应指导的程序模型，该模型将项目定位为大规模实施。该项目由学生和教师创新技术体验（ITEST）计划资助，该计划支持建立对实践，计划元素，背景和过程的理解的项目，有助于增加学生对科学，技术，工程，信息和通信技术（ICT）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。