Postdoctoral Fellowship: STEMEdIPRF: Scholars in the Margins: Historically Excluded Postdoctoral Experiences in STEM

博士后奖学金：STEMEdIPRF：边缘学者：历史上被排除在 STEM 领域的博士后经历

• 批准号: 2327257
• 负责人: Evelyn Valdez-Ward
• 金额: $ 32.82万
• 依托单位: University of Rhode Island
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2024
• 资助国家: 美国
• 起止时间: 2024-03-01 至 2026-02-28
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2327257&HistoricalAwards=false
• 关键词: Postdoctoral; Fellowship; STEMEdIPRF; Scholars; Margins

There is an urgent need to provide supportive and welcoming environments for individuals pursuing STEM career pathways to ensure that the United States meets its full potential in providing world-class educational experiences and an educated citizenry. Faculty members from marginalized backgrounds can serve vital roles in increasing the rates of persistence of students in STEM educational programs and STEM careers. In the United States, postdoctoral scholars in STEM fields currently have strikingly low representation of individuals with Black or African American, Hispanic or Latine, Native American, and Native Hawaiian or Other Pacific Islander identities. For early-career STEM scholars, postdoctoral experiences can be one of the most important and immediate considerations when individuals are deciding whether or not to continue working in academia. Few studies exist that characterize the postdoctoral experiences of scholars with marginalized identities. This project aims to study the effects of professional and personal environments of postdoctoral scholars from minoritized backgrounds on self-efficacy, STEM identity, sense of belonging, research interests, communication outcomes, and career goals. This research is designed to inform the development and implementation of inclusive training spaces. The researcher has developed partnerships with scientific and professional societies that serve postdoctoral scholars. Understanding the unique ways in which science identity relates to intersectional identities is vitally important to broaden participation, and it is a critical gap in the literature on postdoctoral scholars. Early studies have shown that environmental contexts in which postdoctoral scholars feel affirmed and valued can help counter exclusionary STEM cultural norms and build a sense of belonging. There is no extant research to suggest the mechanisms by which the broader scientific community contributes to STEM identity validation in postdoctoral scholars, nor the extent to which this is a factor. This project aims to examine the influence of academic institutions and scientific societies on postdoctoral scholar retention. The research framework integrates the Communication Theory of Identity, STEM Identity Theory, and Social Cognitive Career Theory. This study is designed to conduct interviews with postdoctoral scholars from marginalized backgrounds to examine the relationship between their professional and personal environments and their self-efficacy, STEM identity development, sense of belonging, challenges in their fields, general interests, and science communication outcomes. The study also aims to examine participants’ intended STEM career pathways. Interview findings are intended to inform the design of a related survey. Findings will also be used to co-create a guide with partnering organizations and collaborators to inform postdoctoral training spaces with evidence-based approaches and mentorship that specifically centers marginalized postdoctoral scholars. This project is funded by the STEM Education Postdoctoral Research Fellowship (STEM Ed PRF) program that aims to enhance the research knowledge, skills, and practices of recent doctorates in STEM, STEM education, education, and related disciplines to advance their preparation to engage in fundamental and applied research that advances knowledge within the field.This project is partially funded by The Kaleta A. Doolin Foundation through a partnership with the National Science Foundation to promote greater diversity within the STEM/STEM education research workforce.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.

迫切需要为追求 STEM 职业道路的个人提供支持和欢迎的环境，以确保美国充分发挥提供世界一流教育经验的潜力，并且来自边缘化背景的受过教育的教师可以在提高教育水平方面发挥重要作用。在美国，STEM 领域的博士后学者中黑人或非裔美国人、西班牙裔或拉丁裔、美洲原住民、夏威夷原住民或其他太平洋人种的比例惊人地低。岛民身份。对于早期职业 STEM 学者来说，当个人决定是否继续在学术界工作时，博士后经历可能是最重要和最直接的考虑因素之一。本项目旨在研究具有边缘化身份的学者的博士后经历。本研究旨在为来自少数族裔背景的博士后学者的自我效能感、STEM 认同、归属感、研究兴趣、沟通成果和职业目标的影响提供信息，为包容性培训空间的开发和实施提供信息。研究人员建立了合作伙伴关系了解科学身份与交叉身份相关的独特方式对于扩大参与至关重要，这是有关博士后学者的文献中的一个关键空白。博士后学者感到肯定和重视的信息可以帮助对抗排斥性的 STEM 文化规范并建立归属感。目前还没有研究表明更广泛的科学界对博士后学者 STEM 身份验证做出贡献的机制，也没有表明这种机制的程度。这是一个因素。本项目旨在探讨学术机构和科学社团对博士后学者保留的影响，研究框架整合了身份传播理论、STEM身份理论和社会认知职业理论。本研究旨在对边缘化的博士后学者进行访谈。该研究还旨在考察参与者的预期 STEM 职业道路。 .采访结果旨在调查结果还将用于与合作组织和组织共同制定指南，以循证方法和指导为博士后培训空间提供具体信息。该项目由 STEM 资助。教育博士后研究奖学金 (STEM Ed PRF) 计划，旨在增强近期博士生在 STEM、STEM 教育、教育和相关学科领域的研究知识、技能和实践，以促进他们为从事基础和应用研究而提高知识水平做好准备内该项目由 Kaleta A. Doolin 基金会通过与美国国家科学基金会合作提供部分资助，旨在促进 STEM/STEM 教育研究队伍的多样性。该奖项反映了 NSF 的法定使命，并通过评估被认为值得支持利用基金会的智力优势和更广泛的影响审查标准。