Collaborative Research: Capitalizing on Opportunity: Narrowing the Gender Divide in Engineering and Computer Science through Professional Development

智力优势：这是一个为期三年的合作研究项目之间的旧自治领大学和诺福克州立大学研究性别问题的专业身份发展之间的工程（ENG）和计算机科学（CS）的学生。发展专业身份可以帮助在STEM领域产生归属感，最终有助于本科生的保留。以社会认知职业理论（SCCT）为基础，本项目研究了当学生利用课堂外的自我发展机会时，职业认同感的发展机制。 本研究将SCCT这一成熟的理论框架应用于资本化这一新的研究领域。 使用SCCT调查资本化有助于理解STEM中的性别差异以及更广泛的社会心理学和资本化文献。本研究采用了多项研究方法，包括定性的关键事件访谈、定量的纵向调查和准实验设计来检验资本化培训的效用。该提案包括若干基准和一名经验丰富的评估员，以监督项目的所有评估和统计方面。更广泛的影响：拟议的研究有助于人力资本的发展，通过确定干预机制，努力提高STEM中的性别平等。预计培训实验将产生以证据为基础的方法，以改善资本化的先决条件和资本化;因此，有助于发展职业认同，从而为妇女创造公平的竞争环境。由于资本化是一种自我发展技能，已知在劳动力中产生积极的效益，在本科阶段开发的技能也将有助于STEM专业人员的发展和保留。考察一所历史上黑人大学和一所以白色为主的大学，可以拓宽对资本化的理解。扩大知识基础的支持和障碍，在每一个大学类型提供了机会，以获得一个共同的？最佳实践？适用性广。研究结果将通过互动网站、国际、国家和区域会议和期刊出版物、以及针对全国相关部门和专业协会的小册子和电子邮件活动进行分享。

Intellectual Merit: This is a three-year collaborative research project between Old Dominion University and Norfolk State University examining gender issues in professional identity development among engineering (ENG) and computer science (CS) students. Developing professional identity can help engender a sense of belonging in the STEM field that ultimately contributes to undergraduate retention. Grounded in social cognitive career theory (SCCT), this project investigates the mechanisms by which professional identity is developed when students capitalize on self-development opportunities available outside of the classroom. This project applies SCCT, a well established theoretical framework, to capitalization, a new area of research. Investigating capitalization using SCCT contributes to understanding gender differences in STEM and to the broader social psychology and capitalization literatures. Multiple research methods are used, including qualitative critical incident interviews, quantitative longitudinal surveys, and quasi-experimental design to test utility of capitalization training. The proposal includes several benchmarks and an experienced evaluator to oversee all assessment and statistical aspects of the project. Broader Impacts: The proposed research contributes to the development of human capital by identifying mechanisms for intervention in the effort to increase gender equity in STEM. The training experiment is expected to yield evidenced-based methods for improving capitalization antecedents and capitalization; and, as a result, contribute to the development of professional identity, thereby leveling the playing field for women. Since capitalization is a self-development skill known to yield positive benefits in the workforce, skills developed at the undergraduate level will contribute to the development and retention of STEM professionals as well. Examining a Historically Black University and a Predominantly White University broadens the understanding of capitalization across contexts. Expanding the knowledge base regarding supports and barriers at each university type provides the opportunity to derive a common set of ?best practices? with wide applicability. Research findings will be shared via an interactive website; international, national and regional conferences and journal publications; and brochures and email campaigns targeted to relevant departments and professional societies nationally.