Women in Natural Sciences: A Longitudinal Comparative Case Study of Black Women in STEMM (1995-2015)

自然科学领域的女性：STEMM 领域黑人女性的纵向比较案例研究（1995-2015）

• 批准号: 2215207
• 负责人: Ayana Allen-Handy
• 金额: $ 192.85万
• 依托单位: Drexel University
• 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: 2022-09-01 至 2027-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2215207&HistoricalAwards=false
• 关键词: Women; Natural; Sciences; Longitudinal; Comparative

Stark inequities evident in the low representation of Black women in Science, Technology, Engineering, Mathematics, and Medicine (STEMM) careers persist despite considerable investment in the diversification of the education-to-workplace STEMM pipeline. College participation rates of Black women measure 4-5% of all degrees in biological and physical sciences, 2-3% of degrees in computer science and math, and roughly 1% in engineering. Ultimately, Black women make up only 2.5% of the workforce in STEMM-related fields, indicating that they chronically experience stalled professional advancement. Because there are so few longitudinal studies in either formal or informal settings, educators and researchers lack critical insights into why BA/BS credentialed Black women drop out of STEMM careers at high rates upon entering the workforce. This Research in Service to Practice project will conduct a longitudinal examination of key professional outcomes and life trajectories among adult Black women who enrolled Women in Natural Sciences (WINS), a 40-year-old out-of-school time (OST) high school STEM enrichment program. Prior research on WINS documents that alumnae outperform national averages on all metrics related to STEMM advancement up through college graduation. This study will test the hypothesis that such success continues for these cohorts as they pursue life goals and navigate the workforce. Findings from this study will promote the progress of science, pivotal to NSF’s mission as the project builds knowledge about supportive and frustrating factors for Black women in STEMM careers. Strategic impact lies in the novel participant-centered research methods that amplify Black women’s voices and increase both accuracy and equity in informal STEM learning research.This research probes the experiences of Black women at a critical phase of their workforce participation when BS/BA credentialed WINS alumnae establish their careers (ages 26-46). The team will conduct a longitudinal comparative case study of outcomes and life trajectories among 20 years of WINS cohorts (1995-2015). Research questions include (1) What do the life-journey narratives of WINS alumnae in adulthood reveal about influential factors in the socio-cultural ecological systems of Black women in STEMM? (2) What are the long-term outcomes among WINS women regarding education, STEMM and other careers, socio-economic status, and STEMM self-efficacy and interest? How do these vary? (3) What salient program elements in WINS are highlighted in alumnae narratives as relevant to Black women’s experiences in adulthood? How do these associations vary? (4) How do selected outcomes (stated in RQ2) and life story narratives among non-enrolled applicants compare to program alumnae? and (5) How do salient components in the WINS program associate with socio-cultural factors in regard to Black women’s careers and other life goals? Participants include 100 Black WINS alumnae as an intervention group and a matched comparison group of 100 Black women who successfully applied to the WINS program but did not or could not enroll. Measurable life outcomes and life trajectory narratives with maps of experiences from both groups will be studied via a convergent mixed methods design inclusive of quantitative and qualitative analyses. Comparisons of outcomes and trajectories will be made between the study groups. Further, associations between alumnae’s long-term outcomes and how they correlate their WINS experiences with other socio-cultural factors in their lives will be identified. It is anticipated that findings will challenge extant knowledge and pinpoint the most effective characteristics of and appropriate measures for studying lasting impacts of OST STEMM programs for Black women and girls. The project is positioned to contribute substantially to national efforts to increase participation of Black women in STEMM. This project is funded by the Advancing Informal STEM Learning (AISL) program which seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments.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.

黑人妇女在科学，技术，工程，数学和医学（STEMM）职业中，黑人妇女在低表现中的鲜明不平等证据持续了目的地，这在教育到工作场所Stemm Pipeline的多元化方面进行了大量投资。黑人女性的大学参与率在生物学和物理科学中的所有学位占4-5％，计算机科学和数学学位的2-3％，工程学约为1％。最终，黑人妇女在与STEMM相关的领域中仅占员工的2.5％，这表明她们长期经历了停滞的专业进步。由于在正式或非正式环境中的纵向研究很少，因此教育工作者和研究人员缺乏对为什么BA/BS批准的黑人妇女在进入劳动力后以很高的速度从STEMM职业中退出的关键见解。这项在实践项目中的研究将对成年黑人妇女的关键专业成果和生活轨迹进行纵向检查，这些黑人妇女招募了妇女参加自然科学（WIN），这是一项40岁的校外时间（OST）高中STEM富集计划。对校友的胜利文档的先前研究胜过国家毕业与Stemm进步有关的所有指标的平均值。这项研究将检验以下假设：这些人群在追求人生目标并驾驶劳动力时继续进行这些成功。这项研究的发现将促进科学的进步，这是NSF的使命的关键，因为该项目建立了有关STEMM职业中黑人妇女支持和令人沮丧的因素的知识。战略影响在于新颖的参与研究方法可以扩大黑人妇女的声音并提高非正式STEM学习研究中的准确性和公平性。这项研究探讨了黑人妇女在团队关键阶段的经历将进行纵向比较的比较案例研究，以了解20年的胜利奖中的成果和生命轨迹（1995-至2015年）。研究问题包括（1）成年后的生命 - 朱尼（Journey）胜利校友的叙事揭示了黑人妇女在Stemm的社会文化生态系统中的影响因素？ （2）在教育，STEMM和其他职业，社会经济地位以及Stemm的自我效能和兴趣方面，赢得女性的长期成果是什么？这些如何变化？ （3）在校友叙事中强调了哪些胜利中有哪些显着的计划要素与黑人妇女成年的经历有关？这些关联如何变化？ （4）与程序校友相比，未注册应用程序中的选择结果（在RQ2中说明）和生活故事叙事如何？ （5）胜利计划中的显着组成部分如何与黑人妇女职业和其他人生目标有关的社会文化因素联系在一起？参与者包括100个黑人胜利校友作为一个干预小组，还有100名黑人妇女的匹配比较小组，她们成功地申请了胜利计划，但没有或无法参加。将通过收敛的混合方法设计（包括定量和定性分析）来研究以及两组经验的可测量生活结果和生活轨迹叙事。研究组之间将进行结果和轨迹的比较。此外，将确定校友的长期成果与他们如何将自己的胜利经历与生活中其他社会文化因素相关联之间的联系。可以预料，发现将挑战广泛的知识，并确定研究OST STEMM计划对黑人妇女和女孩的持久影响的最有效特征和适当措施。该项目有助于为增加黑人妇女参与Stemm的参与做出重大贡献。该项目是由非正式的STEM学习（AISL）计划资助的，该计划旨在推动对非正式环境中STEM学习的设计和发展的新方法和基于证据的理解。该奖项反映了NSF的法定任务，并被认为是通过基金会的知识分子优点和更广泛的影响审查标准来通过评估来获得的支持。