Becoming a Scientist: A Study of Identity Balance and the Persistence of Hispanic Undergraduate Students in Engineering and Biological Sciences

培养一支多样化的、有技术能力的STEM劳动力队伍，对于促进科学进步和我们国家的健康、繁荣和福祉至关重要。尽管获得STEM学士学位的拉美裔学生的数量在过去十年里迅速增加，他们是美国公民和永久居民，但参加STEM项目的拉美裔学生离开大学或切换专业的比例高于他们的白人同龄人。这种损失可能与刻板印象、缺乏支持以及拉美裔学生在大学里接触到的排外空间有关。研究表明，培养和保持强大的STEM认同感是STEM学科持久力和成功的重要预测因素。在社会刻板印象的背景下，了解拉美裔学生身份的复杂性以及这种身份的平衡，可能会改善STEM本科生的学术、研究和实习项目，这将促进对学士学位的坚持不懈。项目团队正在探索一个框架，该框架考虑了隐性和显性持有的身份，以了解学生如何在一段时间内实现和保持强大的STEM身份，以及哪些经历促进或阻碍了这一过程。研究人员假设，隐性联想和身份认同之间的平衡的强度和性质会影响学生明确持有的STEM身份，而且这些过程在性质上是不同的，因为对就读工程和生物科学学位课程的白人和西班牙裔本科生的普遍刻板印象。目前的调查还考察了白人和西班牙裔本科生在做出关键的职业和学术决定时的身份轨迹。这项研究的结果促进了人们对历史上代表性不足的少数民族平衡的STEM身份认同的认识。调查结果为大学管理人员和教育工作者提供了信息，说明他们的机构可能如何对本科生研究、实习和学术项目进行循证修改，从而影响少数族裔STEM学生的留校率和完成学位的坚持性。这项研究得到了NSF的EHR核心研究(ECR)计划的支持。ECR计划强调基础STEM教育研究，以产生该领域的基础知识。在基本、广泛和持久的关键领域进行投资：STEM学习和STEM学习环境，扩大STEM的参与，以及STEM劳动力发展。该计划支持积累强有力的证据，为理解、构建解释理论并提出干预和创新建议的努力提供信息，以应对STEM兴趣、教育、学习和参与方面的持续挑战。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。

Advancing a diverse and technically competent STEM workforce is critical for contributing to the progress of science and to the health, prosperity and welfare of our nation. While the number of Hispanic students, who are U.S. citizens and permanent residents, earning STEM bachelor's degrees has increased rapidly during the past decade, Hispanic students enrolled in STEM programs are leaving college or switching majors at higher rates than their White peers. This loss may be related to the stereotypes, lack of support, and the exclusionary spaces that Hispanic students are exposed to in college. Research suggests that developing and maintaining a strong STEM identity is an important predictor of persistence and success in STEM disciplines. Understanding the complexity of Hispanic students' identity, and the balance of that identity, in the context of social stereotypes, could lead to improved STEM undergraduate academic, research and internship programs, which would advance persistence to bachelor's degree completion. The project team is exploring a framework that considers both implicitly and explicitly held identities for understanding how students achieve and maintain a strong STEM identity across time, and what experiences facilitate or hinder this process. The researchers hypothesize that the strength and nature of the balance between implicitly held associations and identities influence student's explicitly held STEM identity, and that these processes are qualitatively different due to prevailing stereotypes for White and Hispanic undergraduate students, enrolled in Engineering and Biological Sciences degree programs. The current investigation is also examining the identity trajectories of White and Hispanic undergraduate students as they make critical career and academic decisions. Results from the research are advancing knowledge about balanced STEM identity for historically underrepresented minorities. Findings inform university administrators and educators about how their institutions might make evidence-based modifications to undergraduate research, internship and academic programs that impact minority STEM student retention and persistence to degree completion. This research is supported by NSF's EHR Core Research (ECR) program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development. The program supports the accumulation of robust evidence to inform efforts to understand, build theory to explain, and suggest intervention and innovations to address persistent challenges in STEM interest, education, learning and participation.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.