Step UP for STEM and Health Careers: An Intervention to Reduce STEM-related biases and improve high school STEM learning environments

加强 STEM 和健康职业：减少 STEM 相关偏见并改善高中 STEM 学习环境的干预措施

• 批准号: 10384659
• 负责人: MELISSA L. GILLIAM
• 金额: $ 83.44万
• 依托单位: RESILIENT GAMES STUDIO, LLC
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-08-16 至 2024-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10384659
• 关键词: Address; Adolescent; Age; Area; Attitude; Awareness; Behavior Therapy; Biomedical Research; Businesses; Chicago; Cognitive; Communities; Development; Dimensions; Educational Curriculum; Elements; Evaluation; Future; Gender; Goals; Health; Health education; High School Student; Indigenous; Interdisciplinary Study; Intervention; Latinx; Methods; Motivation; Outcome; Pacific Islander; Pathway interactions; Perception; Performance; Phase; Planning Theory; Process; Race; Racial Equity; Randomized Controlled Trials; Reproductive Health; Research; Resources; Role; STEM career; Schools; Science, Technology, Engineering and Mathematics; Self Efficacy; Sex Bias; Sexism; Sexual Harassment; Sexual Health; Small Business Innovation Research Grant; Socioeconomic Status; Structural Racism; Students; Testing; Underrepresented Minority; United States National Institutes of Health; Universities; Violence; Woman; Work; arm; base; career; commercialization; critical period; design; digital; digital intervention; educational atmosphere; ethnic minority; expectation; experience; high school; improved; innovation; interest; member; metropolitan; novel; perpetrators; prototype; racial and ethnic; racism; skills; social; social cognitive theory; success; systematic review; theories; university student; young woman

Project Abstract The National Institutes of Health has a stated commitment to diversifying the national scientific workforce. While diversity has many dimensions, women and underrepresented minorities (i.e., black, Latinx, indigenous, and Pacific Islanders) are particularly underrepresented in Science, Technology, Engineering, and Mathematics (STEM) and health careers. Rather than ability, disparities in career entry for both groups are largely due to differences in motivation and “sense of belonging,” which have a significant impact on educational success and persistence to build a career in STEM and health fields. Research shows that adolescents who experience racism at work or in school have negative outcome expectations for future careers. For example, experiences STEM-related gender bias uniquely contribute to lower STEM motivation. The goal of this Phase 2 SBIR is to design, develop, and evaluate Step Up for STEM and Health Careers (Step Up). This state-of-the-art, interactive, digital resource will help students build STEM/health self-efficacy, and reduce bias and harassment in the high school STEM/health learning environment. Step Up will include the key elements of a bystander intervention for high school students to acquire the skills, attitudes, and awareness to mitigate bias and sexual harassment in STEM and health learning environments and attain a positive STEM identity. Step Up will be a state-of-the-art, theory-based (Theory of Planned Behavior) intervention, informed by the Social Cognitive Career Theory with a long-term goal of increasing representation of multiple dimensions of diversity (e.g., race, gender, ability, socio- economic status, etc.) in STEM and health careers. Building on the success of the Phase I Step Up intervention and the evaluation, we will apply user-centered methods, validated frameworks, and bystander principles to develop the full Step Up intervention (i.e. episodes two through six and accompanying graphic novels) as part of Aim 1. We will also develop a PowerPoint presentation on bias and harassment for controls. Per Aim 2, the full intervention will be evaluated using a randomized controlled trial to assess the impact of the Step Up intervention (i.e., episodes + graphic novels) on STEM/health career and bystander outcomes both quantitatively and qualitatively among 300 adolescents age 13-18 from the Chicago metropolitan area (150 per arm). In Aim 3, we will assess the ability to move to full commercialization of the Step Up intervention.

项目摘要 美国国立卫生研究院明确致力于实现国家科学队伍的多元化。 多样性有很多方面，包括妇女和代表性不足的少数群体（即黑人、拉丁裔、土著和黑人） 太平洋岛民）在科学、技术、工程和数学领域的代表性尤其不足 （STEM）和健康职业方面，这两个群体的职业进入差异很大程度上是由于能力造成的。 动机和“归属感”的差异对教育成功和 研究表明，有经验的青少年会坚持不懈地在 STEM 和健康领域建立职业生涯。 工作或学校中的种族主义会对未来职业产生负面结果期望，例如，经历。 与 STEM 相关的性别偏见独特地导致 STEM 积极性降低。第二阶段 SBIR 的目标是： 设计、开发和评估 STEM 和健康职业的 Step Up（Step Up）。 数字资源将帮助学生建立 STEM/健康自我效能，并减少高层的偏见和骚扰 学校 STEM/健康学习环境将包括旁观者干预的关键要素。 高中生获得减少偏见和性骚扰的技能、态度和意识 STEM 和健康学习环境并获得积极的 STEM 身份将是最先进的、 基于理论（计划行为理论）的干预，以社会认知职业理论为基础， 增加多样性多个维度的代表性（例如种族、性别、能力、社会地位）的长期目标 以第一阶段升级干预措施的成功为基础。 和评估，我们将应用以用户为中心的方法、经过验证的框架和旁观者原则来 开发完整的 Step Up 干预（即第二集到第六集以及随附的图画小说）作为 目标 1。我们还将针对控制措施的偏见和骚扰制作 PowerPoint 演示文稿，即“目标 2”的完整内容。 将使用随机对照试验来评估干预措施，以评估 Step Up 干预措施的影响 （即剧集+图画小说）关于 STEM/健康事业和旁观者结果的定量和 在目标 3 中，我们对来自芝加哥都会区 300 名 13-18 岁的青少年（每组 150 名）进行了定性调查。 将评估 Step Up 干预措施全面商业化的能力。