Developing a Framework for Assessing Identity Development, Retention and Success of STEM Social and Behavioral Scientists (STEM-SBS): The Case of Sociology

该项目考察了STEM社会和行为科学家的身份形成，以产生可用于设计项目的结果，以吸引更多和更多样化的学生进入这些学科。这项研究调查了影响STEM社会科学家发展的因素，他们将从事跨学科学术研究，一些项目是否比其他项目更广泛和更有效地这样做，以及以什么方式和原因。它提供了一个定性的重点，学生身份叙事和实践社会学家受雇于各种STEM社会和行为科学(STEM-SBS)研究职业的经验。对STEM-SBS学生和专业人员的认同发展的研究可以为这一群体的职业发展模式和实践提供参考。研究者将探索以下研究问题：(1)为什么社会学专业的学生和专业人员选择攻读社会学学位和职业？(2)社会学学生和执业社会学家如何概念化他们的专业和科学身份？(3)哪些因素有助于或阻碍社会学的保留、成功和认同发展？(4)其他社会身份(例如，种族、民族、性别等)是如何形成的。)与专业和科学身份的发展和制定相互交织和影响？(5)相互竞争的需求和不同的机会机会如何影响进入和留住不同的学生群体进入社会学？他们将通过理论三角调查研究问题，并采用定性横断面研究设计，以探索社会学本科生和研究生以及受雇于不同研究环境的社会学家的身份形成。这项研究将增强对身份形成的时间性的了解，并扩大对STEM-SBS教育和专业实践的机构和社会背景的理解。该项目由EHR核心研究(ECR)计划资助，该计划支持针对STEM学习和学习环境、扩大STEM参与和STEM劳动力发展的基础研究。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。

The project examines STEM social and behavioral scientists’ identity formation to produce results that can be used in designing programs to attract a larger and more diverse pool of students to these disciplines. The study investigates factors that influence the development of STEM social scientists who will engage in transdisciplinary scholarship, whether some programs do so more extensively and more effectively than others, and in what ways and why. It provides a qualitative focus on student identity narratives and the experiences of practicing sociologists employed in a variety of STEM social and behavioral science (STEM-SBS) research careers. The research on identity development of STEM-SBS students and professionals can inform career development models and practices for this student population.The investigators will explore the following research questions: (1) Why do sociology students and professionals choose to pursue a sociology degree and career? (2) How do sociology students and practicing sociologists conceptualize their professional and science identity? (3) What factors contribute to or hinder retention, success, and identity development in sociology? (4) How do other social identities (e.g., race, ethnicity, gender, etc.,) intersect with and influence the development and enactment of professional and science identities? (5) How do competing demands and differential access to opportunities shape entry and retention of a diverse student population into sociology? They will investigate the research questions through theoretical triangulation and employ a qualitative cross-sectional research design to explore identity formation of sociology undergraduate and graduate students and sociologists employed in diverse research settings. The study will enhance knowledge about the temporal nature of identity formation and broaden understanding of the institutional and societal context of STEM-SBS education and professional practice.This project is funded by the EHR Core Research (ECR) program that supports fundamental research that addresses STEM learning and learning environments, broadening participation in STEM, and STEM workforce development.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.