Contextual Research-Large Empirical: Race and Gender in Context: A Multi-method of Study of Risk and Resilience in African American College Students' Pathways in STEM Areas

这个研究项目解决了一个持续存在的STEM问题：招募和留住非裔美国学生。这些成果应通过审查四所不同大学（密歇根大学、密歇根州立大学、韦恩州立大学和西密歇根大学）大学生的学业进展，扩大对阻碍非洲裔美国学生进入STEM学科的因素的认识和理解。该研究将包括STEM和非STEM专业的学生，以研究来自不同学术背景的学生所特有的过程。主要研究人员将与NSF资助的少数民族参与的里根-路易斯斯托克斯联盟合作（MI-LSAMP），一个多大学的倡议，致力于促进代表性不足的少数民族大学生在STEM领域的持久性。纵向，多方法设计的重点是群体内的差异，个人特征和背景耻辱对非裔美国学生STEM成功的影响，这是一个尚未探索的研究领域。将测试种族耻辱，性别，种族，学术和其他身份与学术适应和表现之间的关系的多个理论模型。主要的研究问题包括：什么类型的耻辱做学生的经验，他们的种族和性别群体成员？学业认同是否在种族污名体验与学业适应之间起中介作用？种族认同和/或性别认同对学业认同、日常/情境动机和整体学业适应是否有直接影响？该研究包括四个相互关联的研究，使用不同的方法集成到一个单一的研究项目。它们包括纵向调查，日记研究，深入的半结构化访谈，和机构的人种学评估。虽然这些研究旨在回答独立的问题，但结合这些研究提供了一个独特的机会，可以回答一些关于非洲裔美国学生成功的过程的问题，而其他人在STEM领域失败的方式，如果没有这种多方法设计，就不可能。

This research project addresses a persistent STEM problem: recruiting and retaining African American students. The outcomes should expand knowledge and understanding of factors that are deterrents to African American students entering STEM disciplines by examining the academic progress of college students at four different universities (University of Michigan, Michigan State, Wayne State and Western Michigan). The study will include students in both STEM and non-STEM majors to study processes unique to students from differing academic contexts. The Principal Investigators will collaborate with the NSF funded Michigan-Louis Stokes Alliance for Minority Participation (MI-LSAMP), a multi-university initiative dedicated to promoting persistence in STEM areas among underrepresented minority college students.The longitudinal, multi-method design focuses on within group variation in the impact of personal characteristics and contextual stigma on African American student STEM success, which is an unexplored area of research. Multiple theoretical models of relationships among racial stigma, gender, racial, academic and other identities and academic adjustment and performance will be tested. Major research questions include: What types of stigma do students experience around their racial and gender group memberships? Does academic identity mediate the relation between racial stigma experiences and academic adjustment? Are there direct effects of racial identity and/or gender identity on academic identity, daily/situational motivation, and overall academic adjustment?The research includes four inter-related studies using different methods integrated into a single research project. They include a longitudinal survey, a diary study, in-depth semi-structured interviews, and an ethnographic assessment of the institutions. Although the studies are designed to answer independent questions, combining the studies affords a unique opportunity to answer a number of questions regarding the processes by which African American students succeed and others fail in STEM fields in a manner that would not be possible without such a multi-method design.