Collaborative Research: Weaving Together Supports for the Academic Success and Racial Identity Development of Low Income and First Generation AA&NHPI Students

合作研究：共同支持低收入和第一代 AA 的学业成功和种族认同发展

• 批准号: 2315869
• 负责人: Ung-Sang Lee
• 金额: $ 21.15万
• 依托单位: University of Nevada Las Vegas
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-01 至 2026-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2315869&HistoricalAwards=false
• 关键词: Collaborative; Research; Weaving; Together; Supports

Low-income first-generation Asian American and Native Hawaiian/Pacific Islander (AA&NHPI) college students are concentrated in the nation’s Asian American and Native American Pacific Islander-Serving Institutions (AANAPISI), but there is little research examining how these institutions design and implement services and support to “serve” their students. This project is a research-practice partnership (RPP) composed of higher education practitioners, faculty, and academic researchers in the fields of higher education and learning sciences designed to generate knowledge about how AANAPISIs enact “servingness.” The three lines of inquiry include 1) investigating how practitioners define and enact supports for students (i.e., servingness); 2) understanding how students experience servingness and how this relates to their academic and psychosocial outcomes, including racial identity development; and 3) an analysis of the impact of a tutoring program on multilingual college students’ outcomes.Through a multiple methods design, our RPP works collaboratively to design, implement, measure, and assess the efficacy of AANAPISI program’s educational interventions on academic outcomes and racial identity development among students. The project also examines how the development of the AANAPISI program and its stakeholders’ sociocultural cognition supports AA&NHPI students’ academic and racial identity development. While servingness has been conceptualized as institutional structures and processes that comprehensively attend to both students’ academic success and positive racial identity development, there are few studies that have taken developmental perspectives to examine how institutions learn to design and implement practices that respond to these goals. By viewing cognition and learning at the institutional-programmatic level, and facilitating such learning through a RPP, this study examines how institutions learn to become AANAPISIs and serve their students. Furthermore, the study is one of few that connects locally designed, culturally-relevant educational practices to measurable academic and positive racial identity outcomes.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.

低收入第一代亚裔美国人和夏威夷原住民/太平洋岛民 (AA&NHPI) 大学生集中在美国亚裔美国人和原住民太平洋岛民服务机构 (AANAPISI)，但很少有研究探讨这些机构如何设计和实施该项目是一个研究实践合作伙伴关系 (RPP)，由高等教育和学习科学领域的高等教育医生、教师和学术研究人员组成，旨在产生有关如何服务的知识。 AANAPISI 制定“服务性”。调查的三个方面包括 1) 调查从业者如何定义和制定对学生的支持（即服务性）；2) 了解学生如何体验服务性以及这与他们的学业和社会心理结果（包括种族认同）之间的关系。 3) 辅导项目对多语言大学生成绩的影响分析。通过多种方法设计，我们的 RPP 协同设计、实施、衡量和评估辅导项目的效果。 AANAPISI 项目对学生学业成绩和种族认同发展的教育干预措施还研究了 AANAPISI 项目及其利益相关者的社会文化认知如何支持 AA&NHPI 学生的学术和种族认同发展，同时服务性已被概念化为制度结构和种族认同。尽管这些过程全面关注学生的学业成功和积极的种族认同发展，但很少有研究从发展的角度来审视机构如何通过观察认知和学习来设计和实施响应这些目标的实践。这项研究探讨了机构如何学习成为 AANAPISI 并为学生提供服务，并将本地设计的、文化相关的教育实践与可衡量的学术和积极性联系起来。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。