Investigating STEM Identity and Belonging Among STEM-Interested Hispanic Students Participating in a First-Year Experience Course

调查参加第一年体验课程、对 STEM 感兴趣的西班牙裔学生的 STEM 身份和归属感

• 批准号: 2318293
• 负责人: Deepika Khilnaney
• 金额: $ 20万
• 依托单位: Lehigh Carbon Community College
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-10-01 至 2026-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2318293&HistoricalAwards=false
• 关键词: Investigating; STEM; Identity; Belonging; Among

With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program), this project will investigate promising practices that demonstrate potential to increase the number of Hispanic students earning degrees in STEM fields. Hispanic students are entering higher education at unprecedented rates but are enrolling in STEM programs at lower rates than their peers. This gap may be partially explained through factors such as the lack of Hispanic representation among STEM professionals and faculty, a lack of awareness about STEM careers, and persistent financial barriers. This pilot project at Lehigh Carbon Community College in Pennsylvania will introduce Hispanic students to STEM fields and careers through the Aspira STEM Track, offering hands-on activities, guest speakers, group discussions, and peer mentoring. Through this work, the college will explore the impacts of these activities on student retention, sense of belonging, and knowledge of STEM academic and career pathways. Anticipated outcomes include more Hispanic students will enroll in STEM programs and report a greater sense of belonging and connection to their chosen field of study.Lehigh Carbon Community College aims to create a community of mutual support among 30-40 STEM-interested Hispanic students in the Aspira STEM Track. This project will make use of a fourteen-week, one-credit hour course where cohorts of first-year students participate in active learning exercises, such as group work, data analysis and problem-solving activities including mini labs, to increase their awareness of STEM fields and careers. Through journaling, group discussions, guest speakers, and peer mentoring, the program will empower students to develop a sense of belonging and connection to the STEM community on- and off-campus. Interventions including scholarships and peer mentoring will promote equity by providing financial support, mentorship, and connection to academic resources for students participating in the Aspira STEM Track and intending to enter a STEM career path. Additional faculty professional development will increase inclusive teaching practices within the college’s STEM disciplines. It is anticipated that through the Aspira STEM Track: (1) At least 80% of students will be retained in a STEM program from semester-to-semester; (2) At least 90% of students will report greater understanding of STEM academic and career pathways; (3) At least 80% of students will report a greater sense of belonging; and (4) At least 75% of STEM faculty will be educated on inclusive teaching practices. A meta-analysis of qualitative and quantitative student data will be completed through the project and will add to the current literature on Hispanic belonging and STEM identity on-campus. This project is funded by the HSI Program, which aims to enhance undergraduate STEM education, broaden participation in STEM, and build capacity at HSIs.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.

在改善本科STEM教育的支持下：西班牙裔服务机构（HSI计划），该项目将调查有希望的做法，这些做法证明有可能增加获得STEM领域学位的西班牙裔学生的数量。西班牙裔学生正在以前所未有的速度接受高等教育，但他们在STEM项目中的入学率低于同龄人。这一差距可能部分是由于STEM专业人员和教师中缺乏西班牙裔代表，缺乏对STEM职业的认识以及持续的财务障碍等因素造成的。宾夕法尼亚州利哈伊碳社区学院的这个试点项目将通过阿斯皮拉STEM轨道向西班牙裔学生介绍STEM领域和职业，提供实践活动、客座演讲者、小组讨论和同侪指导。通过这项工作，学院将探索这些活动对学生保留，归属感以及STEM学术和职业途径知识的影响。预期的结果包括更多的西班牙裔学生将报名参加STEM课程，并报告对他们所选择的学习领域有更大的归属感和联系。利哈伊碳社区学院旨在在Aspira STEM轨道中创建30-40名对STEM感兴趣的西班牙裔学生之间相互支持的社区。该项目将利用为期14周，一个学分的课程，让一年级学生参加积极的学习活动，如小组工作，数据分析和解决问题的活动，包括迷你实验室，以提高他们对STEM领域和职业的认识。通过日记，小组讨论，嘉宾演讲和同行指导，该计划将使学生能够发展归属感和连接到STEM社区的校内和校外。包括奖学金和同伴指导在内的干预措施将通过为参加Aspira STEM轨道并打算进入STEM职业道路的学生提供财政支持、指导和与学术资源的联系来促进公平。额外的教师专业发展将增加学院STEM学科内的包容性教学实践。预计通过Aspira STEM轨道：（1）至少80%的学生将从一个学期到另一个学期保留在STEM课程中;（2）至少90%的学生将报告对STEM学术和职业途径的更好理解;（3）至少80%的学生将报告更大的归属感;（4）至少80%的学生将报告更大的归属感。（4）至少75%的STEM教师将接受包容性教学实践的教育。定性和定量学生数据的荟萃分析将通过该项目完成，并将添加到目前的文献西班牙裔归属和STEM身份在校园。该项目由HSI计划资助，旨在加强本科STEM教育，扩大STEM参与，并建立HSI的能力。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。