Investigating Family Support Interventions for Freshmen

调查新生家庭支持干预措施

• 批准号: 10260474
• 负责人: Lawita Germaine Cheatham-Hemphill
• 金额: $ 36.5万
• 依托单位: DELAWARE STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-09-10 至 2024-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10260474
• 关键词: Achievement; Attitude; Awareness; Biomedical Research; Capital; Career Choice; Child; Community Health; Control Groups; Data; Degree program; Delaware; Deposition; Effectiveness; Elements; Emotional; Enrollment; Failure; Family member; First Generation College Students; Focus Groups; Future; Goals; Grant; Historically Black Colleges and Universities; Intervention; Kinesiology; Knowledge; Lead; Learning; Measures; Mentors; Modeling; Outcome; Outcome Measure; Parents; Perception; Phase; Primary Schools; Psychological Factors; Psychology; Psychosocial Factor; Randomized; Reporting; Research; Research Institute; Research Training; Resources; Risk Factors; Role; STEM field; Science; Science, Technology, Engineering and Mathematics; Secondary Schools; Self Efficacy; Socioeconomic Status; Students; Surveys; Testing; Time; Training; Underrepresented Populations; Underrepresented Students; Universities; academic program; career; cohort; college; comparison group; design; effectiveness testing; empowered; experience; family support; food science; higher education; improved; innovation; interest; low socioeconomic status; member; outreach; parental involvement; parental role; programs; public health relevance; social; social capital; social factors; student participation; success; therapy design; treatment group; university student

ECR Track II: Investigating Family Support Interventions for Freshmen (IFSIF) Summary Parents from underrepresented and low socio-economic status (SES) backgrounds, like other parents, report that they want “the best” for their children’s future, and higher education is part of parents’ aspirations, regardless of SES. Parents from middle- and high-SES backgrounds usually have the “educational cultural capital” to support their children’s educational aspirations, however, parents from underrepresented and low SES backgrounds often lack that social capital and awareness about financial and other support resources available to facilitate access to higher education. There is a strong evidentiary basis for the effectiveness of outreach to parents of children in primary and secondary school in supporting college access. However, few studies have examined the role of family support in facilitating student success after college entry, and evidence of which elements and resources are most effective for students from underrepresented groups is especially lacking. Delaware State University (DSU) is an Historically-Black university in which over 70% of students are members of groups underrepresented in science, technology, engineering and mathematics (STEM), about a third are first generation college students, and over 60% qualify for Pell grants. Most of our students are at the intersection of two or more of these major risk factors for exit from the biomedical career pipeline. Our IFSIF program will test the effectiveness of a familial support intervention designed to help retain students in the academic pipeline in biomedical-related majors and motivate them to continue on to a doctoral program. Our hypothesis is that empowering students’ parents, or family members who fill parental roles, will help them understand the academic and social needs of their college students, detect academic, social or emotional challenges, and help students overcome those challenges before they lead to academic failure or departure. To test this hypothesis we will seek to engage the parents of four cohorts of DSU freshmen in biomedically-related majors in a year-long, multi-component “Parent University” program. The program will include support, engagement and knowledge-building activities that will be offered to parents starting from the time their students commit to enrolling in the university, and continuing into the summer following the academic year. The activities will be designed to help family members learn about the university and its support resources, their student’s academic program and potential career paths, as well as ways that they can support their students and help them succeed. Our study will assess short-, medium- and long-term outcome measures aligned with validated hallmarks of success for students including: persistence in their degree program; participation in mentored research; evidence of competitiveness for transitioning to the next phase in the biomedical career pathway; high academic self-efficacy and science identity; perceived sense of belonging in the university; and intent to pursue a biomedical career.

ECR Track II：调查新生家庭支持干预措施(IFSIF) 摘要 与其他人一样，来自代表人数不足和低社会经济地位(SES)背景的父母 父母们表示，他们希望孩子们的未来是最好的，而高等教育是父母的一部分 志向，而不考虑社会经济地位。来自中等和高SES背景的父母通常有 “教育文化资本”支持孩子的教育抱负，然而，来自父母的 代表人数不足和社保背景低往往缺乏社会资本和对财务和社会保障的认识 其他可利用的支持资源，以促进接受高等教育。有很强的证据基础 向小学和中学儿童的家长伸出援手，以有效地支持 上大学的机会。然而，很少有研究考察家庭支持在促进学生学习方面的作用 大学入学后的成功，以及哪些要素和资源对学生最有效的证据 尤其缺乏代表人数不足的群体。 特拉华州立大学是一所历史悠久的黑人大学，该校70%以上的学生 在科学、技术、工程和数学(STEM)领域任职人数不足的群体成员， 大约三分之一是第一代大学生，超过60%的人有资格获得佩尔助学金。我们的大多数学生 处于退出生物医学职业生涯的两个或两个以上主要风险因素的交叉点。 我们的IFSIF计划将测试家庭支持干预的有效性，旨在帮助 学习生物医学相关专业的学生，并激励他们继续攻读 博士学位课程。 我们的假设是，赋予学生的父母或扮演父母角色的家庭成员权力， 将帮助他们了解大学生的学业和社交需求，发现学业、社交 或情感挑战，并帮助学生在进入学业之前克服这些挑战 失败或离开。 为了验证这一假设，我们将试图让四组密歇根州立大学新生的父母参与到 在一个为期一年的、由多个组成部分组成的“家长大学”项目中，攻读生物医学相关专业。该计划 将包括支持、参与和知识建设活动，这些活动将从 从他们的学生承诺进入大学开始，一直持续到下一个暑假 学年。这些活动将旨在帮助家庭成员了解这所大学和 它的支持资源、学生的学术计划和潜在的职业道路，以及他们 可以支持他们的学生并帮助他们取得成功。我们的研究将评估短期、中期和长期 结果衡量标准与学生成功的有效标志保持一致，包括：坚持不懈 学位课程；参与指导研究；过渡到 生物医学职业道路的下一阶段；高学业自我效能感和科学认同感；感知 对大学有归属感，有追求生物医学事业的意愿。