MCA: Towards a Theory of Engineering Identity Development & Persistence of Minoritized Students with Imposter Feelings: A Longitudinal Mixed-methods Study of Developmental Networks

MCA：迈向工程身份发展理论

• 批准号: 2421846
• 负责人: Rajashi Ghosh
• 金额: $ 30.68万
• 依托单位: Teachers College, Columbia University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2024
• 资助国家: 美国
• 起止时间: 2024-01-01 至 2024-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2421846&HistoricalAwards=false
• 关键词: MCA; Towards; Theory; Engineering; Identity

The project aims to advance the principal investigator’s research agenda on developmental relationships as mechanisms for career advancement of women and people of color. The investigator will undertake a new area of research by exploring imposter syndrome among women and minoritized students and intersectionality in STEM while also gaining expertise in latent growth curve analysis. The project aims to develop a theory on the relationship between minoritized students’ developmental networks and their engineering identity and disposition development. The research includes a longitudinal data analysis, experimental research, use of Subject-Object Interview (SOI) to assess developmental stage empirically as an antecedent of developmental networks, and quantitative and qualitative examination of Imposter Phenomenon (IP). The study integrates the Social Cognitive Career Theory and the theoretical framework of intersectionality to theorize the value of developmental networks s a relational space that can enable minoritized students to address imposter feelings stemming from the conflict between their multiple identities through intersectional identity work. Nine propositions are offered to examine the mechanisms through which a network of developers can build capacity of minoritized students in engineering to engage in intersectional identity work needed to develop an engineering identity and persist. The results of the project are expected to broaden the understanding of factors that increase STEM persistence among women and minoritized students.The project will examine three overarching research questions: (1) What individual and developmental factors determine the optimal structure and content of developmental networks needed for supporting women and students of color to develop a stable engineering identity needed to persist in engineering over time? (2) How does the structure of one’s developmental network in terms of strength of relationships with developers similar and dissimilar to women and minoritized students in terms of race/gender and density in regard to the extent to which those developers know each other influence their likelihood of overcoming imposter feelings and develop engineering identity to persist in engineering over time? (3)How does the content of one’s developmental network in terms of culturally relevant mentoring support received from developers from multiple social spheres influence their likelihood of overcoming imposter feelings and develop engineering identity to persist in engineering over time? Quantitative and qualitative data will be collected from minoritized engineering students who will participate in surveys, workshops, and exercises and analyzed using correlational analysis, means, standard deviations, reliability analysis of scale, demographic instruments, latent growth curve modeling, and structural equation modeling. The study will develop theory about developmental networks that can guide interventions designed to increase STEM persistence of women and minorities in engineering. This project is funded by the Mid-Career Advancement program that offers opportunities for scientists and engineers to substantively enhance and advance their research program through synergistic and mutually beneficial partnerships.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.

该项目旨在推进首席研究员关于发展关系的研究议程，作为妇女和有色人种职业发展的机制。研究人员将通过探索女性和少数民族学生中的冒名顶替者综合征以及STEM中的交叉性来开展新的研究领域，同时还将获得潜在增长曲线分析方面的专业知识。 该项目旨在发展一个理论，少数民族学生的发展网络和他们的工程身份和性格发展之间的关系。 本研究包括纵向数据分析、实验研究、使用主-客体访谈（SOI）对发展阶段作为发展网络的前因进行实证评估以及对冒名顶替现象（IP）进行定量和定性研究。 本研究整合了社会认知生涯理论和交叉性的理论框架，以理论化的价值发展网络的关系空间，可以使少数民族学生解决冒名顶替者的感情之间的冲突，他们的多重身份，通过交叉性的身份工作。九个命题提供了审查的机制，通过该网络的开发人员可以建立能力的少数民族学生在工程从事交叉的身份工作需要开发一个工程身份和坚持。 该项目的结果有望扩大对提高女性和少数族裔学生坚持STEM的因素的理解。该项目将探讨三个首要研究问题：（1）哪些个人和发展因素决定了支持女性和有色人种学生发展稳定的工程师身份所需的发展网络的最佳结构和内容，以便随着时间的推移坚持工程学？(2)一个人的发展网络的结构如何在与开发人员的关系强度方面相似和不同的妇女和少数民族学生的种族/性别和密度方面的程度，这些开发人员知道对方影响他们克服冒名顶替者的感情和发展工程身份的可能性，坚持在工程随着时间的推移？（3）从多个社会领域的开发人员那里获得的文化相关的指导支持方面的发展网络的内容如何影响他们克服冒名顶替者感觉的可能性，并随着时间的推移发展工程身份以坚持工程？定量和定性数据将从少数民族工程专业学生谁将参加调查，研讨会和练习，并使用相关分析，手段，标准差，规模的可靠性分析，人口统计学工具，潜在增长曲线建模和结构方程模型进行分析。该研究将开发有关发展网络的理论，以指导旨在提高妇女和少数民族在工程领域的STEM持续性的干预措施。该项目由中期职业发展计划资助，该计划为科学家和工程师提供机会，通过协同和互利的伙伴关系，实质性地增强和推进他们的研究计划。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。