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

加强 STEM 和健康职业：减少 STEM 相关偏见并改善高中 STEM 学习环境的干预措施

• 批准号: 10684644
• 负责人: MELISSA L. GILLIAM
• 金额: $ 86.39万
• 依托单位: RESILIENT GAMES STUDIO, LLC
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-08-16 至 2024-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10684644
• 关键词: Address; Adolescent; Age; Area; Attitude; Awareness; Behavior; Biomedical Research; Businesses; Chicago; Cognitive; Communities; Development; Dimensions; Disparity; E-learning; Education; Educational Curriculum; Elements; Evaluation; Future; Gender; Goals; Health; Health education; High School Student; Indigenous; Interdisciplinary Study; Intervention; Latinx; Methods; Motivation; Outcome; Pacific Islander; Pathway interactions; Perception; Performance; Phase; Planning Theory; Process; Race; Racial Equity; Randomized, Controlled Trials; Reproductive Health; Research; Resources; Role; STEM career; Schools; Science, Technology, Engineering and Mathematics; Self Efficacy; Sex Bias; Sexism; Sexual Harassment; Sexual Health; Small Business Innovation Research Grant; Socioeconomic Status; Structural Racism; Students; Testing; Underrepresented Minority; United States National Institutes of Health; Universities; Violence; Woman; Work; arm; career; commercialization; critical period; design; digital; digital intervention; educational atmosphere; ethnic minority; expectation; experience; high school; improved; innovation; interest; member; metropolitan; novel; perpetrators; prototype; racial minority; racism; resilience; skill acquisition; social; social cognitive theory; success; systematic review; theories; university student; young woman

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.

项目摘要 美国国立卫生研究院（National Institutes of Health）已明确承诺使国家科学工作者多样化。而 多样性有很多方面，包括妇女和代表性不足的少数族裔（即，黑人，拉丁裔，土著人， 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。这两个群体在进入职业生涯方面的差异主要是由于能力，而不是能力。 动机和“归属感”的差异，这对教育成功有重大影响， 坚持在STEM和健康领域建立职业生涯。研究表明，青少年谁经历 工作或学校中的种族主义对未来职业有负面的结果预期。例如，经验 与STEM相关的性别偏见是导致STEM动机降低的唯一原因。第2阶段SBIR的目标是 设计，开发和评估STEM和健康职业（Step Up）。这个最先进的，互动的 数字资源将帮助学生建立STEM/健康自我效能，并减少偏见和骚扰， 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，以减轻偏见和性骚扰， STEM和健康学习环境，并获得积极的STEM身份。《舞出人生》将是最先进的 基于理论（计划行为理论）的干预，由社会认知生涯理论提供信息， 增加多样性的多个维度的代表性的长期目标（例如，种族，性别，能力，社会- 经济状况等）在STEM和健康事业中。在第一阶段“加强行动”干预取得成功的基础上， 和评估，我们将应用以用户为中心的方法，有效的框架，和旁观者的原则， 开发完整的Step Up干预（即第二集到第六集以及随附的图画小说），作为 目标1。我们还将开发一个关于偏见和骚扰控制的PowerPoint演示文稿。根据目标2， 将使用随机对照试验对干预进行评价，以评估Step Up干预的影响 (i.e.,情节+图形小说）对STEM/健康事业和旁观者结果的定量和 在来自芝加哥大都市区的300名13-18岁青少年中进行定性研究（每组150人）。在目标3中，我们 将评估逐步实现干预措施全面商业化的能力。