Step UP for STEM and Health Careers: An Intervention to Reduce STEM-related biases and improve high school STEM learning environments

项目摘要 美国国立卫生研究院明确承诺要使国家科研人员队伍多样化。而当 多样性有许多方面，妇女和代表性不足的少数民族(即黑人、拉丁裔、土著和 太平洋岛民)在科学、技术、工程和数学方面的代表性尤其不足 (STEM)和健康事业。这两个群体在职业生涯进入方面的差异主要是由于 动机和归属感的差异，这对教育成功和 坚持在STEM和健康领域建功立业。研究表明，经历过的青少年 工作中或学校里的种族主义对未来的职业生涯有负面的后果预期。例如，体验 与茎相关的性别偏见是导致STEM动机降低的唯一原因。此阶段2 SBIR的目标是 为STEM和健康职业设计、开发和评估STEP UP(STEP UP)。这是最先进的、交互式的、 数字资源将帮助学生建立STEM/健康自我效能感，并在较高水平减少偏见和骚扰 学校STEM/健康学习环境。Step Up将包括旁观者干预的关键要素 高中生获得技能、态度和意识，以减少偏见和性骚扰 建立健康的学习环境，培养积极的STEM认同感。Step Up将是最先进的， 基于理论的(计划行为理论)干预，受社会认知职业理论的启发 增加多样性多层面代表性的长期目标(例如，种族、性别、能力、社会-- 经济地位等)在STEM和健康事业方面。在第一阶段取得成功的基础上，加强干预 和评估，我们将应用以用户为中心的方法、经过验证的框架和旁观者原则来 发展全面的干预措施(即第二集到第六集以及伴随的图画小说)作为 目标1.我们还将为控制制定一个关于偏见和骚扰的PPT演示文稿。每个目标2，完整的 干预措施将使用随机对照试验进行评估，以评估加强干预措施的影响 (即图画小说)关于STEM/卫生事业和旁观者结果的定量和 在芝加哥大都市区的300名年龄在13-18岁之间的青少年中进行了定性的调查(每只胳膊150人)。在目标3中，我们 将评估向完全商业化转移的能力，加大干预力度。

Project Abstract The National Institutes of Health has a stated commitment to diversifying the national scientific workforce. While diversity has many dimensions, women and underrepresented minorities (i.e., black, Latinx, indigenous, and Pacific Islanders) are particularly underrepresented in Science, Technology, Engineering, and Mathematics (STEM) and health careers. Rather than ability, disparities in career entry for both groups are largely due to differences in motivation and “sense of belonging,” which have a significant impact on educational success and persistence to build a career in STEM and health fields. Research shows that adolescents who experience racism at work or in school have negative outcome expectations for future careers. For example, experiences STEM-related gender bias uniquely contribute to lower STEM motivation. The goal of this Phase 2 SBIR is to design, develop, and evaluate Step Up for STEM and Health Careers (Step Up). This state-of-the-art, interactive, digital resource will help students build STEM/health self-efficacy, and reduce bias and harassment in the high school STEM/health learning environment. Step Up will include the key elements of a bystander intervention for high school students to acquire the skills, attitudes, and awareness to mitigate bias and sexual harassment in STEM and health learning environments and attain a positive STEM identity. Step Up will be a state-of-the-art, theory-based (Theory of Planned Behavior) intervention, informed by the Social Cognitive Career Theory with a long-term goal of increasing representation of multiple dimensions of diversity (e.g., race, gender, ability, socio- economic status, etc.) in STEM and health careers. Building on the success of the Phase I Step Up intervention and the evaluation, we will apply user-centered methods, validated frameworks, and bystander principles to develop the full Step Up intervention (i.e. episodes two through six and accompanying graphic novels) as part of Aim 1. We will also develop a PowerPoint presentation on bias and harassment for controls. Per Aim 2, the full intervention will be evaluated using a randomized controlled trial to assess the impact of the Step Up intervention (i.e., episodes + graphic novels) on STEM/health career and bystander outcomes both quantitatively and qualitatively among 300 adolescents age 13-18 from the Chicago metropolitan area (150 per arm). In Aim 3, we will assess the ability to move to full commercialization of the Step Up intervention.