MCA: Towards a Theory of Engineering Identity Development & Persistence of Minoritized Students with Imposter Feelings: A Longitudinal Mixed-methods Study of Developmental Networks

MCA：迈向工程身份发展理论

• 批准号: 2421846
• 负责人: Rajashi Ghosh
• 金额: $ 30.68万
• 依托单位: Teachers College, Columbia University
• 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: 2024-01-01 至 2024-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2421846&HistoricalAwards=false
• 关键词: MCA; Towards; Theory; Engineering; Identity

The project aims to advance the principal investigator’s research agenda on developmental relationships as mechanisms for career advancement of women and people of color. The investigator will undertake a new area of research by exploring imposter syndrome among women and minoritized students and intersectionality in STEM while also gaining expertise in latent growth curve analysis. The project aims to develop a theory on the relationship between minoritized students’ developmental networks and their engineering identity and disposition development. The research includes a longitudinal data analysis, experimental research, use of Subject-Object Interview (SOI) to assess developmental stage empirically as an antecedent of developmental networks, and quantitative and qualitative examination of Imposter Phenomenon (IP). The study integrates the Social Cognitive Career Theory and the theoretical framework of intersectionality to theorize the value of developmental networks s a relational space that can enable minoritized students to address imposter feelings stemming from the conflict between their multiple identities through intersectional identity work. Nine propositions are offered to examine the mechanisms through which a network of developers can build capacity of minoritized students in engineering to engage in intersectional identity work needed to develop an engineering identity and persist. The results of the project are expected to broaden the understanding of factors that increase STEM persistence among women and minoritized students.The project will examine three overarching research questions: (1) What individual and developmental factors determine the optimal structure and content of developmental networks needed for supporting women and students of color to develop a stable engineering identity needed to persist in engineering over time? (2) How does the structure of one’s developmental network in terms of strength of relationships with developers similar and dissimilar to women and minoritized students in terms of race/gender and density in regard to the extent to which those developers know each other influence their likelihood of overcoming imposter feelings and develop engineering identity to persist in engineering over time? (3)How does the content of one’s developmental network in terms of culturally relevant mentoring support received from developers from multiple social spheres influence their likelihood of overcoming imposter feelings and develop engineering identity to persist in engineering over time? Quantitative and qualitative data will be collected from minoritized engineering students who will participate in surveys, workshops, and exercises and analyzed using correlational analysis, means, standard deviations, reliability analysis of scale, demographic instruments, latent growth curve modeling, and structural equation modeling. The study will develop theory about developmental networks that can guide interventions designed to increase STEM persistence of women and minorities in engineering. This project is funded by the Mid-Career Advancement program that offers opportunities for scientists and engineers to substantively enhance and advance their research program through synergistic and mutually beneficial partnerships.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.

该项目旨在推进首席研究员关于发展关系作为女性和有色人种职业发展机制的研究议程，研究人员将通过探索女性和少数族裔学生的冒名顶替综合症以及 STEM 中的交叉性来开展新的研究领域。该项目还获得了潜在成长曲线分析方面的专业知识，旨在发展一种关于少数族裔学生的发展网络与其工程身份和性格发展之间关系的理论。该研究包括纵向数据分析、实验研究和主客访谈的使用。 (SOI) 评估发育阶段该研究整合了社会认知职业理论和交叉性理论框架，将发展网络的价值理论化，使少数族裔学生能够成为一个关系空间。通过交叉身份工作来解决由于多重身份之间的冲突而产生的冒名顶替者的感觉，提出了九个命题来研究开发人员网络可以培养少数族裔工程学生参与能力的机制。开发工程身份和持久性所需的交叉身份工作预计将拓宽对提高女性和少数族裔学生 STEM 持久性的因素的理解。该项目将研究三个总体研究问题：（1）什么是个人和群体。发展因素决定了支持有色人种女性和学生发展长期坚持工程所需的稳定的工程身份所需的发展网络的最佳结构和内容 (2) 一个人的发展网络的结构在关系强度方面如何？与女性相似和不同的开发人员就种族/性别和密度而言，这些开发人员彼此了解的程度会影响他们克服冒名顶替者的感觉并发展工程身份以长期坚持工程的可能性（3）一个人的发展内容如何？从来自多个社会领域的开发人员获得的与文化相关的指导支持方面的网络会影响他们克服冒名顶替者感觉并发展工程身份以随着时间的推移坚持工程的可能性吗？将从参与调查的少数工程学生中收集定量和定性数据，研讨会，该研究将发展有关发展网络的理论，以指导旨在提高女性 STEM 持久性的干预措施。该项目由职业中期发展计划资助，该计划为科学家和工程师提供了通过协同和互利的合作伙伴关系实质性加强和推进其研究计划的机会。该奖项反映了 NSF 的法定使命，并被认为是值得的。支持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。