Collaborative Research: Weaving Together Supports for the Academic Success and Racial Identity Development of Low Income and First Generation AA&NHPI Students

低收入的第一代亚裔美国人和夏威夷原住民/太平洋岛民（AA&amp；NHPI）大学生集中在美国的亚裔美国人和夏威夷原住民/太平洋岛民服务机构（AANAPISI），但很少有研究调查这些机构如何设计和实施服务和支持来“服务”他们的学生。该项目是由高等教育从业者、教师和高等教育和学习科学领域的学术研究人员组成的研究-实践伙伴关系（RPP），旨在产生有关AANAPISIs如何实施“服务”的知识。三条调查线包括：1)调查从业者如何定义和制定对学生的支持（即服务）；2)了解学生如何体验服务性，以及这与他们的学业和心理社会结果（包括种族认同发展）之间的关系；(3)多语大学生辅导项目对学业成绩的影响分析。通过多种方法设计，我们的RPP合作设计、实施、测量和评估AANAPISI项目的教育干预对学生学业成绩和种族认同发展的效果。该项目还研究了AANAPISI项目的发展及其利益相关者的社会文化认知如何支持AA&amp；NHPI学生的学术和种族认同发展。虽然服务性被概念化为全面关注学生学业成功和积极的种族认同发展的制度结构和过程，但很少有研究从发展的角度来研究机构如何学习设计和实施响应这些目标的实践。通过观察机构-规划层面的认知和学习，并通过RPP促进这种学习，本研究探讨了机构如何学习成为AANAPISIs并为学生服务。此外，这项研究是少数将当地设计的、与文化相关的教育实践与可衡量的学术和积极的种族认同结果联系起来的研究之一。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。

Low-income first-generation Asian American and Native Hawaiian/Pacific Islander (AA&NHPI) college students are concentrated in the nation’s Asian American and Native American Pacific Islander-Serving Institutions (AANAPISI), but there is little research examining how these institutions design and implement services and supports to “serve” their students. This project is a research-practice partnership (RPP) composed of higher education practitioners, faculty, and academic researchers in the fields of higher education and learning sciences designed to generate knowledge about how AANAPISIs enact “servingness.” The three lines of inquiry include 1) investigating how practitioners define and enact supports for students (i.e., servingness); 2) understanding how students experience servingness and how this relates to their academic and psychosocial outcomes, including racial identity development; and 3) an analysis of the impact of a tutoring program on multilingual college students’ outcomes.Through a multiple methods design, our RPP works collaboratively to design, implement, measure, and assess the efficacy of AANAPISI program’s educational interventions on academic outcomes and racial identity development among students. The project also examines how the development of the AANAPISI program and its stakeholders’ sociocultural cognition supports AA&NHPI students’ academic and racial identity development. While servingness has been conceptualized as institutional structures and processes that comprehensively attend to both students’ academic success and positive racial identity development, there are few studies that have taken developmental perspectives to examine how institutions learn to design and implement practices that respond to these goals. By viewing cognition and learning at the institutional-programmatic level, and facilitating such learning through a RPP, this study examines how institutions learn to become AANAPISIs and serve their students. Furthermore, the study is one of few that connects locally designed, culturally-relevant educational practices to measurable academic and positive racial identity outcomes.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.