Broadening Participation Research Project: The Development of a Multidimensional STEM Identity Measure to Increase the Retention and Success of African American Students at an HBCU

扩大参与研究项目：开发多维 STEM 身份衡量标准以提高非裔美国学生在 HBCU 的保留率和成功率

• 批准号: 2330963
• 负责人: Angela White
• 金额: $ 34.99万
• 依托单位: Johnson C. Smith University
• 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: 2023-04-15 至 2024-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2330963&HistoricalAwards=false
• 关键词: Broadening; Participation; Research; Project; Development

The Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) through Broadening Participation Research (BPR) in STEM Education projects supports the development, implementation, and study of new theory-driven models and innovations related to the participation and success of underrepresented groups in STEM undergraduate education. It is expected that the award will further the faculty member's research capability, as well as improve the recruitment, retention, and success of underrepresented groups in STEM education and the workforce. The project at North Carolina Agricultural & Technical State University seeks to collect and analyze data for the purpose of developing a new measure of STEM identity. Specifically, the instrument will be developed utilizing a critical race theory framework to ascertain the influences of racial identity and academic identity in African American students. The goal of this project is to develop an instrument that conceptualizes the multidimensional nature of STEM identity in African American college students attending historically Black colleges and universities (HBCUs). With a focus on social identity (race) and academic identity (STEM), the project also seeks to determine whether this instrument of STEM identity for African American students is effective in predicting participation in STEM-related activities or careers. This project will use an Exploratory Sequential Mixed Methods (qual-QUAN) design. This design will consist of two phases where qualitative data will be collected and analyzed to inform the development of items for the measurement. An expert panel will provide feedback throughout the qualitative aspect of the study to support content validity, as well as to solidify and refine items. Cognitive interviews will be conducted to investigate overt and covert processes that are not typically observable. The relationship between Multidimensional African American STEM Identity (MAASI) and STEM outcomes (i.e. STEM achievement and STEM participation) will be explored using Structural Equation Modeling (SEM) with latent variables in Mplus. A small pilot implementation study will be conducted in the last year of the study to explore how leveraging and targeting the information from the MASSI promotes the STEM achievement, identity, and involvement of African American students. Baseline scores on the MASSI will be captured for a small sample of students enrolled an eight-week African American STEM Identity development program to administer the MASSI at the conclusion of the program and assess changes in their STEM identity. This project has the potential to make a significant theoretical contribution, in that it will contribute to the development of a multidimensional Model of African American STEM Identity. The existing theories and models of STEM-related identities (specifically science, mathematics, and engineering) are based on Eurocentric frameworks and samples; however, using Critical Race Theory as a guiding framework will allow for a more culturally appropriate model. This instrument will be the first quantitative tool to measure the STEM identity of African American students while accounting for their racial identity. The project also aims to demonstrate that psychometric tools developed to measure the non-cognitive STEM attributes of African American students must account for their racial identity.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.

历史上黑人学院和大学本科项目 (HBCU-UP) 通过 STEM 教育项目中的扩大参与研究 (BPR)，支持与代表性不足群体的参与和成功相关的新理论驱动模型和创新的开发、实施和研究。 STEM 本科教育。预计该奖项将提高教职员工的研究能力，并改善 STEM 教育和劳动力中代表性不足群体的招聘、保留和成功。北卡罗来纳州立农业技术大学的该项目旨在收集和分析数据，以开发一种新的 STEM 身份衡量标准。 具体来说，该工具将利用批判性种族理论框架来开发，以确定种族身份和学术身份对非裔美国学生的影响。该项目的目标是开发一种工具，概念化就读传统黑人学院和大学 (HBCU) 的非裔美国大学生 STEM 身份的多维性质。该项目重点关注社会身份（种族）和学术身份（STEM），还试图确定非裔美国学生的 STEM 身份工具是否能有效预测参与 STEM 相关活动或职业。该项目将使用探索性顺序混合方法 (qual-QUAN) 设计。该设计将包括两个阶段，收集和分析定性数据，为测量项目的开发提供信息。专家小组将在研究的定性方面提供反馈，以支持内容的有效性，并巩固和完善项目。将进行认知访谈来调查通常不可观察的公开和秘密过程。将使用结构方程模型 (SEM) 和 Mplus 中的潜在变量来探索多维非裔美国人 STEM 身份 (MAASI) 和 STEM 结果（即 STEM 成就和 STEM 参与）之间的关系。该研究的最后一年将进行一项小型试点实施研究，以探索如何利用和瞄准 MASSI 的信息来促进非裔美国学生的 STEM 成就、身份和参与。将为参加为期八周的非裔美国人 STEM 身份发展计划的一小部分学生采集 MASSI 基线分数，以便在计划结束时管理 MASSI 并评估其 STEM 身份的变化。该项目有潜力做出重大的理论贡献，因为它将有助于开发非裔美国人 STEM 身份的多维模型。现有的STEM相关身份（特别是科学、数学和工程）的理论和模型都是基于欧洲中心的框架和样本；然而，使用批判种族理论作为指导框架将允许建立更适合文化的模型。该工具将成为第一个衡量非裔美国学生 STEM 身份并同时考虑其种族身份的定量工具。该项目还旨在证明，为衡量非裔美国学生的非认知 STEM 属性而开发的心理测量工具必须考虑到他们的种族身份。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力优点和能力进行评估，被认为值得支持。更广泛的影响审查标准。