Broadening Impact: Key Factors That Improve Diversity in STEM Research Careers

扩大影响：提高 STEM 研究职业多样性的关键因素

• 批准号: 8574270
• 负责人: M. Kevin Eagan
• 金额: $ 29.36万
• 依托单位: UNIVERSITY OF CALIFORNIA LOS ANGELES
• 依托单位国家: 美国
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-09-05 至 2017-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8574270
• 关键词: Academia; Achievement; Adoption; Affect; Bachelor' s Degree; Case Study; Characteristics; Complex; Conflict (Psychology); Data; Data Set; Data Sources; Doctor of Philosophy; Educational process of instructing; Evaluation; Faculty; Goals; Individual; Institution; Intervention; Lead; Left; Life; Maps; Methods; Minority; Modeling; Movement; Nature; Outcome; Pathway Analysis; Pathway interactions; Phase; Procedures; Process; Production; Productivity; Reporting; Research; Research Training; Role; STEM career; STEM field; STEM student; Schools; Science; Scientist; Staging; Stratification; Structure; Students; Surveys; Training; Use of New Techniques; Variant; Woman; Work; career; cohort; college; design; experience; follow-up; graduate student; improved; innovation; insight; intervention program; knowledge base; psychologic; public health relevance; success; theories

DESCRIPTION (provided by applicant): While many studies focus on specific interventions, our aim is to investigate the normative structures that surround interventions. Institution-wide contexts determine whether an intervention can be successful in increasing productivity of STEM degrees, and faculty are central to the process at every stage of broadening participation and facilitating student movement through disciplinary networks. The project involves a mixed method approach using large scale data in a quantitative phase with an embedded qualitative design that help explain how institutions increase capacity for STEM production and also explain the faculty experience in working with students and STEM interventions. Data sources include existing federal datasets on institutions' production of STEM bachelor's degrees and eventual STEM Ph.D. recipients; a national survey of STEM faculty; a 10-year follow-up survey of students who entered college in 2004 with intentions to major in a STEM discipline; case studies of institutions with a specific focus on institutional structures, interventions, and faculy roles in facilitating students' progress toward research careers in the sciences; and a network analysis that maps the academic networks successful students use to advance along their STEM pathways. This project seeks to improve understanding regarding institutional efficiency in STEM production and the faculty role in increasing STEM degree attainment at the undergraduate and graduate levels, while also remaining attentive to the myriad individual level factors that affect students' choices for STEM careers in the post- baccalaureate phase. This project aims to provide empirical data regarding how to best support interventions and expand practices so that institutions and their faculty improve the likelihood for students' access and success in STEM research careers.

描述（由申请人提供）：虽然许多研究集中在特定的干预措施，我们的目的是调查干预措施的规范结构。机构范围内的情况决定了干预是否可以成功地提高STEM学位的生产力，教师在扩大参与和通过学科网络促进学生运动的每个阶段都是这个过程的核心。该项目涉及一种混合方法，在定量阶段使用大规模数据，并嵌入定性设计，有助于解释机构如何提高STEM生产能力，并解释教师与学生合作和STEM干预的经验。数据来源包括现有的联邦数据集，这些数据集是关于机构生产STEM学士学位和最终STEM博士学位的数据集。接受者; STEM教师的全国性调查;对2004年进入大学并打算主修STEM学科的学生进行的为期10年的跟踪调查;机构的案例研究，特别关注机构结构，干预措施和促进学生在科学研究生涯中取得进展的faculy角色;以及一个网络分析，它绘制了成功学生用于沿着他们的STEM途径前进的学术网络。该项目旨在提高对STEM生产的机构效率以及教师在提高本科和研究生阶段STEM学位获得率方面的作用的理解，同时也关注影响学生在学士后阶段选择STEM职业的无数个人层面因素。该项目旨在提供有关如何最好地支持干预措施和扩大实践的经验数据，以便机构及其教师提高学生在STEM研究职业中获得和成功的可能性。