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

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：差异如何影响学生的心理健康和职业轨迹

• 批准号: 2100408
• 负责人: Brooke Coley
• 金额: $ 74.5万
• 依托单位: Arizona State University
• 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 2025-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2100408&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 or 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 impact 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 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.

为了增加博士生队伍的多样性，了解影响博士学位保留和完成的根本问题至关重要，亚利桑那州立大学和马萨诸塞州波士顿大学的研究人员建议研究黑人博士生对教师看法的表达需求。了解他们在为人际关系提供建议期间所提供的内容。了解边缘化黑人研究生的累积经验对心理健康的影响，将通过两阶段设计提供制定有效支持黑人学生的包容性环境和指导策略的建议，从而增进知识。 ，该项目旨在使用有关以下方面的详细访谈研究生的边缘化经历、心理健康和职业轨迹决策，以及教师对支持和贡献者或提供支持的阻碍因素的看法。该项目与 EHR 核心研究计划的目标一致，即解决 STEM 兴趣、学习和发展方面的挑战。研究设计的框架是扩展角色紧张理论，将黑人学生在研究生课程中可能感受到的人际关系紧张纳入其中。中心假设是，黑人博士生的边缘化和 STEM 环境的交叉经历会影响心理健康和职业轨迹。该项目的目标。旨在了解教师解决系统性障碍的贡献者和威慑因素。该项目旨在包括历史悠久的黑人学院和大学 (HBCU)、以白人为主的机构 (PWI) 和少数族裔服务机构 (MSI) 的代表。在项目的每个阶段中匹配访谈者与受访者配对的关键身份方面，以社会建构主义范式为基础的现象学原则将指导对个人访谈的解释。需要通过对传统教育研究策略与咨询心理学家通常使用的策略进行新颖的协调和扩展来了解黑人学生研究生课程成功的障碍。创建关于支持黑人学生的有希望的做法的提示表和在线存储库旨在该项目由 EHR 核心研究计划资助，该计划支持专注于 STEM 学习和学习环境、扩大 STEM 参与以及 STEM 专业劳动力发展的基础研究。该奖项由 NSF 颁发。法定使命并具有通过使用基金会的智力优点和更广泛的影响审查标准进行评估，被认为值得支持。