Broadening Participation Research Grant: Fostering Retention in STEM Disciplines at Historically Black Colleges and Universities

塔斯基吉大学HBCU-UP扩大STEM教育参与研究项目题为“促进传统黑人学院和大学在STEM学科的保留”。本研究将探讨影响少数族裔学生在HBCUs留校的社会心理因素和学术结构因素之间的相互作用。目标是：(1)确定影响STEM项目中学生保留率的最突出的心理社会因素；(2)确定导致STEM项目成功留住学生的结构性因素；(3)深入了解影响结构性因素有效性的问题；(4)制定一份手册，描述最佳实践的建议。该提案通过在hbcu对STEM保留的心理和社会学影响模型中综合文献来构建研究框架。pi打算以这个模型为基础，描述hbcu为促进学生成功所做的工作。本研究将采用混合方法收集和分析来自hbcu学生，教师，管理人员和其他非教师人员以及STEM项目成功毕业生的数据，以调查三个研究问题：1。哪些心理社会因素（情感、动机和社会因素）似乎影响了hbcu STEM学科学生的保留率？这些影响在哪些方面表现出来？结构性因素（有形资源、导师的可用性、支持性项目等）如何影响hbcu STEM学科的保留率？心理社会因素（情感因素、动机因素、社会因素）对旨在支持学生在STEM学科中保留的结构性因素的有效性有什么影响（如果有的话）？这项研究将由一个多学科团队指导，该团队由专门从事教育、社会和行为科学以及数学的教师组成，并将与其他hbcu合作进行。通过使用以社区为基础的参与性研究方法，计划项目预期将产生对更大社区有实际利益的结果。更具体地说，这项研究可能会为hbcu和非hbcu提供指导，转化为一套最佳实践，以提高少数族裔学生在STEM领域的保留率，特别是在大一和大二阶段。

The Tuskegee University HBCU-UP Broadening Participation Research in STEM Education project is entitled Fostering Retention in STEM Disciplines at Historically Black Colleges and Universities. The proposed study will examine the interplay between psychosocial and academic structural factors that affect retention of minority students at HBCUs. The objectives are to (1) determine the most prominent psycho-social factors that affect student retention in STEM programs; (2) identify the structural factors that lead to the successful retention of students in STEM programs; (3) gain insight into the issues that influence the effectiveness of those structural factors; and (4) develop a manual describing suggestions for best practices.The proposal frames the study by presenting a synthesis of the literature in a model of psychological and sociological influences on STEM retention at HBCUs. The PIs intend to build upon this model to describe what HBCUs are doing to foster student success. The study will employ a mixed methods approach to collect and analyze data from students, faculty, administrators and other non-faculty personnel, and successful graduates of STEM programs from HBCUs in order to investigate three research questions:1. What psycho-social factors (emotional, motivational, and social factors) appear to affect the retention of students in STEM disciplines at HBCUs? In what ways are these effects manifested?2. How do structural factors (tangible resources, availability of mentors, supportive programs, etc.) influence retention rates in STEM disciplines at HBCUs?3. What influence, if any, do psycho-social factors (emotional factors, motivational factors, social factors) appear to have on the effectiveness of structural factors which are intended to support student retention in STEM disciplines? The study will be guided by a multidisciplinary team of faculty specializing in education, social and behavioral sciences, and mathematics, and it will be conducted in collaboration with other HBCUs. Through the use of a community-based participatory research methodology, the PIs expect to produce results that will have practical benefits to the larger community. More specifically, the study may provide guidance that will translate into a set of best practices for HBCUs and non-HBCUs seeking to increase minority student retention in STEM, particularly at the freshman and sophomore levels.