Collaborative Research: What Black Doctoral Students in STEM Want and What Their Faculty are Giving: How the Differences Impact Students’ Mental Health and Career Trajectory Deci

合作研究：STEM 中的黑人博士生想要什么以及他们的教师给予什么：差异如何影响学生 — 心理健康和职业轨迹决策

• 批准号: 2100349
• 负责人: Kerrie Wilkins-Yel
• 金额: $ 44.53万
• 依托单位: University of Massachusetts Boston
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-06-15 至 2024-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2100349&HistoricalAwards=false
• 关键词: Collaborative; Research; What; Black; Doctoral

To increase the diversity of the PhD-prepared workforce, understanding underlying issues affecting retention and completion of doctoral degrees is essential. Researchers at Arizona State University and University of Massachusetts Boston propose to study the expressed needs of Black doctoral students in relation to faculty perceptions of what they are providing during advising relationships. Understanding the mental health impacts of cumulative experiences that marginalize Black graduate students will advance knowledge by providing recommendations for developing inclusive environments and mentoring strategies that are effective at supporting Black students. Through a two-phase design, the project aims to use detailed interviews regarding the experiences of marginalization, mental health, and career trajectory decisions of graduate students and faculty perceptions of supports and contributors and deterrents to providing supports. The project is aligned with the EHR Core Research program’s goal of addressing challenges in STEM interest, learning, and participation. The research design is framed by extending Role Strain Theory to include the tension that Black students may feel in relationships during graduate programs. The central hypothesis is that intersectional experiences of marginalization and the STEM environment among Black doctoral students impacts mental health and career trajectory decisions. The project aims to understand the contributors and deterrents for faculty to address systemic barriers. A nationwide sampling strategy will include representation from Historically Black Colleges and Universities (HBCUs), Predominately White Institutions (PWIs), and Minority-Serving Institutions (MSIs). The project aims to match critical identity aspects in the interviewer-interviewee pairing within each phase of the project. Phenomenological principles grounded in a social constructivist paradigm will guide the interpretation of individual interviews. The research responds to the need for understanding barriers to success in graduate programs for Black students by a novel coordination and expansion of traditional educational research strategies with strategies typically utilized by counseling psychologists. The creation of a tip sheet on promising practices for supporting Black students and an online repository aims to inform faculty advisors who seek to improve communication and mentoring for their students. The project is funded by the EHR Core Research program that supports fundamental research focused on STEM learning and learning environments, broadening participation in STEM, and STEM professional workforce 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.

为了增加预先准备的劳动力的多样性，了解影响保留和完成博士学位的潜在问题至关重要。亚利桑那州立大学和马萨诸塞大学波士顿大学的研究人员提出了研究黑人博士学生对教师对他们在咨询关系期间提供的东西的看法的表达需求。了解累积经历的心理健康影响，使黑人研究生边缘化的累积经历将通过提供有效支持黑人学生的包容性环境和心理策略的建议来提高知识。通过两阶段的设计，该项目旨在使用有关研究生的边缘化，心理健康和职业轨迹决策的详细访谈，以及对支持和贡献者的教师的看法，并决定提供支持。该项目与EHR Core Research计划的目标保持一致，该计划的目标是解决STEM兴趣，学习和参与方面的挑战。通过扩展角色应变理论以包括黑人学生在研究生课程期间关系中可能会感到的紧张局势，从而构建了研究设计。中心假设是黑人博士学生之间边缘化和STEM环境的交叉经历会影响心理健康和职业轨迹决策。该项目旨在了解贡献者，并确定教师应对系统性障碍。国家采样策略将包括历史悠久的黑人学院（HBCU），主要是白人机构（PWIS）和少数派服务机构（MSIS）的代表。该项目旨在匹配项目的每个阶段的访调员I-Interviewee配对中的关键身份方面。以社会建构主义范式为基础的现象原理将指导个人访谈的解释。这项研究回应了对黑人学生的成功障碍的需求，这是通过咨询心理学家通常利用的策略的新型协调和扩展传统教育研究策略的新障碍。创建有关支持黑人学生和在线存储库的有前途实践的小费表，旨在告知那些试图改善学生沟通和心理化的教师顾问。该项目由EHR核心研究计划提供资金，该计划支持着针对STEM学习和学习环境，扩大STEM的参与以及STEM Professional Workerforce开发的基础研究。该奖项反映了NSF的法定任务，并被认为是通过基金会的知识分子优点和更广泛影响的审查标准通过评估来通过评估来支持的。