SBP: Collaborative Research: Culturally Relevant Mentorship for Enhancing STEM Identity and Career Interests

在STEM教育中，导师制已成为提高代表性不足的少数民族（URM）学生参与的重要手段，包括妇女，土著/黑人/拉丁美洲人，残疾人，双语学生和低社会经济地位（SES）青年。这个B2 3.0项目将确定文化相关的指导（CRM）的新结构，开发新的调查工具来评估CRM，并检查CRM和URM学生的STEM身份和职业兴趣之间的关联。研究结果将为从业者和政策制定者提供见解，以针对资源和设计干预措施，通过CRM改善URM学生的STEM成果。该项目还将支持MSIs的教师和博士生的研究出版物和NSF提案提交，并通过STEM联盟加强STEM教育和社会/行为科学研究人员之间的合作网络，该联盟涉及全国30多个大学预科STEM项目和10个MSIs。这个B2 3.0项目由MSIs和非MSIs的研究人员共同领导，将在指导，社会心理学和扩大STEM参与领域的知识做出实质性贡献。它整合了跨学科的理论观点，以确定新颖的CRM结构，并将其与URM学生的STEM身份和职业兴趣联系起来。它还通过为导师和学员开发和验证两套新的CRM调查量表，解决了导师研究和STEM教育中最关键的测量需求之一。具体而言，本项目将进行：（1）一项比较案例研究，以探索和描述URM青少年的重要CRM结构和辅导员的案例类型;（2）一项多步量表发展研究，以开发和验证两套新的CRM调查工具，供辅导员和学员使用;以及（3）一项大规模的调查研究，以不同的样本分析导师的CRM实践与URM学员的CRM感知，STEM身份，该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

In STEM education, mentorship has become an important means of increasing the participation of underrepresented minoritized (URM) students, including women, Native/Black/Latinx Americans, persons with disabilities, bilingual students, and low-socioeconomic status (SES) youth. This B2 3.0 project will identify new constructs of culturally relevant mentorship (CRM), develop new survey instruments for assessing CRM, and examine the associations between CRM and STEM identity and career interest of URM students. The findings will offer insights for practitioners and policymakers to target resources and design interventions that can improve STEM outcomes of URM students through CRM. This project will also support research publications and NSF proposal submissions of faculty and doctoral students at MSIs, as well as strengthen collaborative networks among STEM education and social/behavioral science researchers through a STEM coalition that involves more than 30 pre-college STEM programs and 10 MSIs across the country.This B2 3.0 project, co-led by researchers at both MSIs and non-MSIs, will make substantive contributions to knowledge in the fields of mentorship, social psychology, and broadening participation in STEM. It integrates cross-disciplinary theoretical perspectives to identify novel CRM constructs and link them to URM students’ STEM identity and career interests. It also addresses one of the most critical measurement needs in mentorship research and STEM education by developing and validating two new sets of CRM survey scales for mentors and mentees. Specifically, this project will conduct: (1) a comparative case study to explore and describe important CRM constructs and case types of mentors for URM adolescents; (2) a multi-step scale development study to develop and validate two new sets of CRM survey instruments for mentors and mentees; and (3) a large-scale survey study with a diverse sample to analyze the relationships between mentors’ CRM practices and URM mentees’ CRM perceptions, STEM identity, and STEM career interest.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.