Identity Development Evaluation of African American Studies (IDEAAS): A Longitudinal Investigation

ECR计划强调基础STEM教育研究，这将产生该领域的基础知识。因此，这项研究将建立在一个新兴的研究机构的基础上，研究如何扩大非裔美国本科生在STEM领域的代表性。这类研究非常重要，因为研究表明，种族偏见通过引发和延续非洲裔美国人没有能力和技能成为科学家的威胁刻板印象，削弱了STEM的科学认同感。为此，该项目将采用陈规定型接种模式，以测试以边缘化群体成员占多数为特征的环境是否有助于减少陈规定型观念的负面影响，保护身份发展，促进自我效能和与职业有关的动机。这项研究将使用来自两所大学的本科生群体来比较人们对校园氛围和学术指导关系的看法。它将研究加剧和缓冲种族陈规定型观念的负面影响的具体因素，以及它们反过来对发展适应性科学身份的影响。这个项目将测试三个基于刻板印象接种框架的概念模型。第一个模型将描绘一个侵蚀过程，在这个过程中，科学上的不同认同作为种族偏见和刻板印象威胁的函数而增加。第二个反作用力模型将通过对科学认同的溢出效应来检验种族认同对科学自我效能的潜在促进作用。第三个模型将考察内隐科学认同的无条件潜在增长，以及学生的时变效应。他们的辅导关系对自我认同结果的影响。数据将从参加该项目的两所大学的500多名STEM专业学生组成的队列中收集。这项工作的成果将通过其对影响非裔美国人理科学生的微观和宏观水平的过程的创新背景关注，推动刻板印象接种理论的发展？杜绝职业态度。这项研究还将(A)深入了解多种身份--包括种族和科学身份--在缓冲这些刻板印象方面所起的中介作用，以及(B)确定构成有效师生关系的人际因素，这些因素形成了多元文化包容的学术氛围

The ECR program emphasizes fundamental STEM education research that will generate foundational knowledge in the field. As such, this study will build on an emerging body of research about ways to broaden the representation of the African American undergraduate students in STEM fields. This type of research is highly important since studies show that racial bias weaken scientific identity in STEM by triggering and perpetuating threatening stereotypes that African Americans do not have the capacity and skills to become scientists. To that end, this project will employ a stereotype inoculation model to test whether environments characterized by majorities of marginalized group members serve to reduce the negative effects of stereotypes, protect identity development, and facilitate self-efficacy and career-related motivation. The study will compare perceptions of campus climate and academic mentoring relationships using populations of undergraduate students from two universities. It will look at specific factors that both exacerbate and buffer the negative effects of racial stereotypes, as well as the implications that they, in turn, have for the development of an adaptive science identity. This project will test three conceptual models grounded in the stereotype inoculation framework. The first model will portray an erosion process whereby scientific disidentification increases as a function of racial bias and stereotype threat. A second counteractive model will test the potentially facilitative effects of racial identity on scientific self-efficacy through its spillover effect on scientific identity. The third model will examine the unconditional latent growth of implicit scientific identity, as well as the time-varying effects of students? perceptions of their mentoring relationships on the identity outcomes. Data will be collected from cohorts comprising more than 500 STEM majors attending the two universities participating in the project. Outcomes from this work will advance stereotype inoculation theory development through its innovative contextual focus on the micro- and macro-level processes that influence African American science students? STEM career attitudes. The study will also (a) provide insights into the mediating role that multiple identities, both racial and scientific identity, play in buffering these stereotypes, and (b) identify the interpersonal ingredients that comprise effective faculty-student relationships that give shape to multiculturally inclusive academic climates