CAREER: Black Girl Brilliance and STEM Identity Development

教师早期职业发展（CAREER）计划是国家科学基金会范围内的活动，提供奖励，以支持初级教师谁通过杰出的研究，优秀的教育，以及教育和研究的整合在其组织的使命的背景下，发挥教师学者的作用。这个项目授予一个职业学者的目标是探索黑人女孩发展积极的科学，技术，工程和数学（STEM）身份的方式，因为他们通过在单一性别的中学/高中的中学教育录取。该项目通过免费平台为教师、家长和学生创建和传播与文化相关的资源，将研究和教育结合起来。该奖项由EHR核心研究计划支持，该计划支持基本的STEM教育研究计划。该项目是格鲁吉亚州立大学和Coretta Scott King青年女性领导学院之间的研究实践合作研究-这是一所位于亚特兰大的STEM认证的单一性别学校，主要为有色人种女孩提供服务。使用黑人女孩STEM学习概念框架的多维性（King Pringle，2019），该研究将探讨黑人女孩如何在STEM学习空间中散发出光彩，以及她们进入大学并追求STEM轨迹的意图。这项纵向研究采用了一种混合方法，利用多层次建模来研究STEM身份结构随时间的变化，并采用逻辑回归来揭示哪些变量可以预测学生是否申报STEM专业。个人访谈，反思期刊和博客文章通知建设的反故事，挑战黑人女孩的STEM学习经验的本质主义观点。这项工作的智力区别发掘在科学，技术，工程和数学的身份发展的黑人女孩的干跨四个不同的学科内容领域的交叉点的身份发展的集体理解。这个奖项反映了NSF的法定使命，并已被认为是值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估的支持。

The Faculty Early Career Development (CAREER) program is a National Science Foundation-wide activity that offers awards in support of junior faculty who exemplify the role of teacher-scholars through outstanding research, excellent education, and the integration of education and research within the context of the mission of their organizations. This project awarded to a CAREER scholar has the goal to explore the ways in which Black girls develop positive science, technology, engineering, and mathematics (STEM) identities as they matriculate through secondary education at a single-gender middle/high school. This project integrates research and education by creating and disseminating culturally relevant resources for teachers, parents, and students through free platforms. This award is supported by the EHR Core Research program which supports fundamental STEM Education research initiatives. This project is a research-practice partnership study between Georgia State University and the Coretta Scott King Young Women’s Leadership Academy – a STEM certified single gender school in Atlanta, GA predominantly serving girls of color. Using the Multidimensionality of Black Girls’ STEM Learning conceptual framework (King & Pringle, 2019), the study will explore how Black girls exude brilliance in STEM learning spaces, and their intent to enroll in college and pursue a STEM trajectory. This longitudinal study employs a mixed methods approach utilizing multilevel modeling to investigate changes in STEM identity constructs over time, and logistic regression to reveal which variables predict whether or not a student declares a STEM major. Individual interviews, reflection journals, and blog posts inform the construction of counter-stories that challenge essentialist views of Black girls’ STEM learning experiences. The intellectual distinction of this work unearths identity development in science, technology, engineering and mathematics for a collective understanding of Black girls’ STEM identity development across the intersections of four distinct disciplinary content areas.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.