我能看到自己在那里吗? 黑人潜在申请人如何使用多样性线索来了解研究生课程的气候
Keturah P Ragland1, Samuel R Sommers1
1Department of Psychology, Tufts University.
Journal of experimental psychology. General
|April 25, 2024
概括
对于黑人科学学生来说,看到多元化的教师显著改善了对机构气候和归属感的看法. 多样性声明本身并没有影响这些关键的多样性,公平性和包容性 (DEI) 感知.
科学领域:
- 社会科学 社会科学 社会科学
- 高等教育研究 高等教育研究
- 心理学 心理学 心理学
背景情况:
- 学术机构越来越多地强调多样性,公平性和包容性 (DEI),以吸引多样化的学生和教师.
- 有限的实证研究存在于DEI实践和身份安全线索对机构认知的影响,特别是对于边缘化群体.
研究的目的:
- 调查黑人科学,技术,工程和数学 (STEM) 学生在研究生课程中如何感知多样性和文化气候.
- 检查表达的多样性线索 (使命声明) 和基于证据的线索 (教师多样性) 对学生感知的影响.
主要方法:
- 217名黑人STEM学生查看了模拟的学术部门网站,各种各样的多样性提示.
- 参与者评价了他们认为的DEI文化,项目适应性,以及对未来成功的信念.
- 独立变量包括多样性使命声明和教师种族组成.
主要成果:
- 基于证据的线索,特别是种族多样化的教师,显著增强了对DEI文化,程序适合性和成功信念的看法.
- 表达的线索,如多样性陈述,对这些结果没有显著影响.
- 教师多样性成为身份安全的更有力的指标,而不是多样性陈述.
结论:
- 基于证据的多样性线索,如教师代表,在向高等教育中的黑人STEM学生发出身份安全信号时,比表达的陈述更有效.
- 结果表明,通过有形的代表来证明多样性对于创造欢迎的学术环境至关重要.
- 未来的研究应该探索学术计划的战略,以培养基于经验证据的真正包容性气候.
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