NSF INCLUDES: Northern New Mexico STEM Mentor Collective

摘要：我们的目标是通过培养成功的大学生成为学校的榜样，打破农村原住民（18%的美洲原住民和82%的西班牙裔）社区的多代贫困循环。贫困导致教育抱负和期望低下，这困扰着我们整个社会。因此，它的破坏需要我们整个社区的集体努力。我们的集体联合了两所当地的公立学院，三个学校系统，两个图书馆，一个博物馆，一个国家实验室和四个致力于青年发展的地方组织。我们将共同致力于提高STEM（科学、技术、工程和数学）主题的愿望和期望，因为9年级学生的STEM缺陷使他们面临辍学的风险，而11年级和12年级学生的STEM缺陷使他们无法在大学学习STEM专业，从而无法追求高薪的STEM职业。我们将通过培训、安置、支持和评估本土STEM导师团队的影响来实现这一目标，这些导师团队都是成功的本科生榜样。通过改变STEM的志向和期望，同时提高他们自己的自我效能感，我们希望这支队伍能够自我补充，从而永久地增加国家的流动性。让原住民进入STEM专业和职业？符合NSF吗？我们的使命是在促进国家健康、繁荣和福利的同时促进科学的进步。我们更广泛的目标是把不同社区利益相关者的才能和精力集中在赋予当地大学人口权力上，以解决直接影响社区的STEM差距。以一种可以推广到其他边缘化社区的方式改善美国的福祉。我们的项目范围由六个紧密耦合的新项目定义：三个为学生提供本土STEM导师，一个培训导师，一个培训学员重视和发展他们的导师网络，一个培训教师与我们在STEM领域合作。我们项目的智力价值不仅在于它断言，真正的STEM导师将在他们的社区中发挥巨大的影响力，同时提高他们自己的自我效能感，还在于创造和仔细应用工具，评估决定青少年的因素？对STEM未来的态度、职业兴趣和行为；和导师?通过STEM项目的自我发展和进步意识。更准确地说，对这些项目的评估有可能澄清两个关于大学年龄导师在学校中的作用的重要问题：(1)学生在多大程度上是受保护的？导师对学业表现和学业能力的影响？对(a)被保护人质量的影响？S父母关系和(b)联合班主任的社会资本；(2)学生导师的素质在多大程度上？作为导师，她与老师和同学的关系对她的自我效能感、学习成绩和领导能力有何影响？

Abstract: We aim to disrupt the multigenerational cycle of poverty in our rural indigenous (18% Native American and 82% Hispanic) community by training our successful college students to serve as role models in our schools. Poverty has led to low educational aspirations and expectations that plague our entire community. As such, its disruption requires a collective effort from our entire community. Our Collective unites two local public colleges, 3 school systems, 2 libraries, 1 museum, 1 national laboratory and four local organizations devoted to youth development. Together we will focus on raising aspirations and expectations in STEM (Science, Technology, Engineering and Mathematics) topics, for STEM deficiencies among 9th graders place them at risk of dropping out while STEM deficiencies among 11th and 12th graders preclude them from pursuing STEM majors in college and therefore from pursuing well paid STEM careers. We will accomplish this by training, placing, supporting, and assessing the impact of, an indigenous STEM mentor corps of successful undergraduate role models. By changing STEM aspirations and expectations while heightening their own sense of self-efficacy, we expect this corps to replenish itself and so permanently increase the flow of the state?s indigenous populations into STEM majors and careers ? in line with NSF?s mission to promote the progress of science while advancing the national health, prosperity and welfare.Our broader goal is to focus the talents and energies of a diverse collective of community stakeholders on the empowerment of its local college population to address and solve a STEM disparity that bears directly on the community?s well-being in a fashion that is generalizable to other marginalized communities. The scope of our project is defined by six tightly coupled new programs: three bringing indigenous STEM mentors to students, one training mentors, one training mentees to value and grow their network of mentors, and one training teachers to partner with us in STEM. The intellectual merit of our project lies not only in its assertion that authentic STEM mentors will exert an outsize influence in their communities while increasing their own sense of self-efficacy, but in the creation and careful application of instruments that assess the factors that determine teens? attitudes, career interests, and behaviors toward a STEM future; and mentors? sense of self development and progress through STEM programs. More precisely, evaluation of the programs has the potential to clarify two important questions about the role of college-age mentors in schools: (1) To what degree is the protege?s academic performance and perceived scholastic competence mediated by the mentor?s impact on (a) the quality of the protege?s parental relationship and (b) the social capital of the allied classroom teacher; (2) To what degree does the quality of the student mentor?s relationships with faculty and peers mediate the impact of her serving as mentor on her self-efficacy, academic performance, and leadership skills?