Collaborative Research: Research: Stigma of mental health conditions in engineering and its relationship with help-seeking attitudes of undergraduates and early professionals
合作研究:研究:工程学中心理健康状况的耻辱及其与本科生和早期专业人员寻求帮助态度的关系
基本信息
- 批准号:2147193
- 负责人:
- 金额:$ 25.81万
- 依托单位:
- 依托单位国家:美国
- 项目类别:Standard Grant
- 财政年份:2022
- 资助国家:美国
- 起止时间:2022-05-01 至 2025-04-30
- 项目状态:未结题
- 来源:
- 关键词:
项目摘要
The last decade has seen a rise in the mental health needs of college students, with an increasing prevalence of Mental Health Conditions (MHCs) such as depression, panic disorders, and generalized anxiety among many others. Stigma, a strong feeling of disapproval, of MHCs is a society-wide issue that tends to conflict with help-seeking attitudes of those having MHCs. Engineering is known as a demanding field, where a culture of high stress and endurance is often promoted, with specific challenges to socialization, especially for members of marginalized groups. These factors tend to be linked to the onset and persistence of MHCs. Nevertheless, it is known that while engineering students do not have a higher prevalence of MHCs, those that have them are less prone to seek help than those in other professional areas. This project will explore elements of the engineering culture that may reinforce stigmatized views of MHCs, therefore limiting the ability of students and early professionals to seek help when they need it. This study will explore the experiences of students and early professionals to understand elements of the engineering culture that influence their internalized stigma, interest to learn about MHCs, and ability to help others. The project team will pay attention to students' interactions with other actors such as faculty and administrators to explore how the beliefs about MHCs are perpetuated in engineering education spaces. This study has the potential to bring valuable insights into professional cultures and how they interact with the prevalence and management of MHCs, such as key dynamics, contexts, and interactions that might promote negative views of MHCs.The goal of this project is to identify elements of engineering culture that influence the stigma of MHCs and consequently affect the help-seeking attitudes of students and early professionals. This will be achieved through a three-year longitudinal sequential mixed methods study. Each year the relationship between the stigma of MHCs and help-seeking attitudes will be measured quantitatively through a survey with established instruments. The results of the first-year survey will be analyzed under the principles of maximum variability to inform our longitudinal multi-case study that will use thematic and narrative analyses. The longitudinal quantitative analysis will examine the evolution of the considered relationships through the years of the participants’ engineering training and transition to professional life, and how they are moderated by their characteristics, perceptions of engineering culture, engineering identity, and sense of belonging. This longitudinal approach will explore the important transition point where engineering students leave academic spaces to engage in their first professional experiences and its impact on their mental well being. The research design will also enable the study of how the outlook of students without MHCs evolves through time. Since MHCs can develop at any point in life and many elements of college life, including those specific to engineering training, have been linked to poor mental health outcomes, the result of this project have the potential to identify elements from learning and practicing engineering that could contribute to the onset of MHCs. Project results will contribute to advancing equity and inclusion in engineering through the comprehensive description of the challenges experienced by students and early professionals with MHCs. Since engineering students and professionals with other marginalized identities in engineering are more likely to experience MHCs, project results will have the potential to illustrate the specific challenges navigated by such groups. A partnership with the National Alliance of Mental Illness (NAMI) will enable a national reach of audiences in and out universities that will be supported through some of their established initiatives.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.
过去十年,大学生的心理健康需求有所增加,抑郁症、恐慌症和普遍性焦虑症等心理健康状况(MHC)的患病率不断增加。 MHC 是一个全社会范围的问题,往往与具有 MHC 的人寻求帮助的态度相冲突。工程被认为是一个要求很高的领域,经常提倡高压力和耐力的文化,对社会化提出了具体的挑战,特别是对成员而言。边缘化群体的这些因素往往与 MHC 的发生和持续存在相关。然而,众所周知,虽然工程专业的学生 MHC 的患病率并不高,但与其他专业领域的学生相比,拥有 MHC 的学生不太愿意寻求帮助。该项目将探讨工程文化中可能强化 MHC 污名化观点的元素,从而限制学生和早期专业人员在需要时寻求帮助的能力。影响他们内在耻辱的工程文化,了解 MHC 的兴趣以及帮助他人的能力 项目团队将关注学生与教师和管理人员等其他参与者的互动,以探索有关 MHC 的信念如何在工程教育领域得以延续。为专业文化以及它们如何与 MHC 的流行和管理相互作用带来宝贵的见解,例如可能促进 MHC 负面看法的关键动态、背景和相互作用。该项目的目标是确定影响 MHC 的工程文化元素。 MHC 的耻辱和因此,这将通过一项为期三年的纵向连续混合方法研究来实现,每年都会通过一项调查来定量衡量 MHC 的耻辱与寻求帮助的态度之间的关系。第一年的调查结果将根据最大变异性原则进行分析,为我们的纵向多案例研究提供信息,该研究将使用主题和叙述分析来检查所考虑的关系的演变。参与者的工程培训和向专业人士过渡的年数这种纵向方法将探讨工程学生离开学术空间进入他们的第一次职业经历的重要过渡点及其对他们的影响。研究设计还将研究没有 MHC 的学生的观点如何随着时间的推移而演变,因为 MHC 可以在生命的任何阶段发展,并且大学生活的许多要素,包括工程培训的特定要素,都已被改变。该项目的结果与不良心理健康结果有关有潜力从学习和实践工程中识别出有助于 MHC 发生的要素。 项目结果将通过全面描述学生和早期专业人士在 MHC 方面经历的挑战,有助于促进工程领域的公平和包容性。工程领域具有其他边缘化身份的专业人士更有可能经历 MHC,项目结果将有可能说明此类群体所面临的具体挑战。与国家精神疾病联盟 (NAMI) 的合作将使全国范围的受众受益。将支持的国内外大学该奖项反映了 NSF 的法定使命,并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,被认为值得支持。
项目成果
期刊论文数量(1)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
Measuring engineering culture: a preliminary approach using perceptions of meritocracy and competition
衡量工程文化:利用精英管理和竞争观念的初步方法
- DOI:10.1109/fie58773.2023.10342907
- 发表时间:2023-10
- 期刊:
- 影响因子:0
- 作者:Sanchez;Kamal, Syed Ali;Ramirez, Nichole;Samuel, Douglas
- 通讯作者:Samuel, Douglas
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Matilde Sanchez-Pena其他文献
Matilde Sanchez-Pena的其他文献
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{{ truncateString('Matilde Sanchez-Pena', 18)}}的其他基金
Collaborative Research: Using Complex Systems Theory and Methods to Gauge the Gains and Persisting Challenges of Broadening Participation Initiatives
合作研究:利用复杂系统理论和方法来衡量扩大参与计划的收益和持续的挑战
- 批准号:
2301196 - 财政年份:2023
- 资助金额:
$ 25.81万 - 项目类别:
Standard Grant
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