Broadening Participation Research: Understanding faculty attitudes, competency, and perceptions of providing career advising to African American STEM students at HBCUs

历史黑人学院和大学本科项目(HBCU-UP)提供奖励，以加强HBCU的STEM本科教育和研究。HBCU-UP扩大参与研究项目创建和研究与STEM本科教育中代表性不足群体的参与和成功相关的新的理论驱动的模式和创新。该奖项研究STEM教师的职业生涯管理技能、知识、能力和态度，以及他们支持未被充分代表的学生在STEM坚持的能力。教师为学生提供建议、指导和指导，是学生迈向STEM职业生涯的重要组成部分。如果教职员工不具备较强的职业发展技能，并认识到职业建议对他们与学生合作取得成功的价值，那么他们帮助学生的能力就会受到阻碍。这项研究有助于了解STEM教职员工如何以及在多大程度上准备好管理自己的职业生涯，并为学生的职业发展做出贡献。研究结果有望成为准备改善STEM教师职业咨询的专业发展经验的基础，并为提高非裔美国STEM学生的坚持性、保持性和职业准备能力的政策和实践提供信息。这个基础性教育研究项目使用心理测量验证和定量描述性设计来研究HBCU STEM教师，并制定教师对职业建议的态度的有效测量。本研究采用结构方程模型和一般线性模型对教师职业生涯咨询态度量表进行了验证，明确了STEM教师职业生涯管理能力的结构，并为学生提供基本的职业生涯指导和建议。调查结果将加深对教师自身职业发展态度、能力和技能与他们指导非裔美国STEM学生职业发展的态度之间的关系的理解。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

The Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) provides awards to strengthen STEM undergraduate education and research at HBCUs. HBCU-UP broadening participation research projects create and study new theory-driven models and innovations related to the participation and success of underrepresented groups in STEM undergraduate education. This award studies STEM faculty career management skills, knowledge, abilities, and attitudes and their ability to support underrepresented students’ persistence in STEM. Faculty members provide advising, guidance, and mentoring for students and are an essential component in students’ progress toward STEM careers. If faculty members do not possess strong career development skills and recognize the value of career advising to their success in working with students, then their ability to help students is hindered. This study is contributing to knowledge on how and to what degree STEM faculty members are prepared to manage their own career and contribute to students’ career development. Study findings are expected to be foundational to preparing professional development experiences that improve career advising in STEM faculty and informing policy and practice to enhance African American STEM student’s persistence, retention, and career readiness.This foundational education research project uses a psychometric validation and quantitative, descriptive design to study HBCU STEM faculty and develop a validated measure of faculty attitudes toward career advising. The study uses structural equation modeling and general linear modeling to validate the Faculty Career Advising Attitudes Scale and clarify the construct of STEM faculty members’ ability to manage their own career and provide basic career mentoring and advising to their students. Findings will enhance understanding of the relationship between faculty members’ own career development attitudes, abilities, and skills and their attitudes toward guiding African American STEM students’ career development.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.