| NSF Org: |
EES Div. of Equity for Excellence in STEM |
| Recipient: |
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| Initial Amendment Date: | July 24, 2019 |
| Latest Amendment Date: | August 9, 2021 |
| Award Number: | 1920753 |
| Award Instrument: | Continuing Grant |
| Program Manager: |
Jessie Dearo
jdearo@nsf.gov (703)292-5350 EES Div. of Equity for Excellence in STEM EDU Directorate for STEM Education |
| Start Date: | September 1, 2019 |
| End Date: | January 31, 2022 (Estimated) |
| Total Intended Award Amount: | $1,499,817.00 |
| Total Awarded Amount to Date: | $878,082.00 |
| Funds Obligated to Date: |
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| History of Investigator: |
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| Recipient Sponsored Research Office: |
1350 BEARDSHEAR HALL AMES IA US 50011-2103 (515)294-5225 |
| Sponsor Congressional District: |
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| Primary Place of Performance: |
1139 Pearson Ames IA US 50011-2207 |
| Primary Place of
Performance Congressional District: |
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| Unique Entity Identifier (UEI): |
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| Parent UEI: |
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| NSF Program(s): | ECR-EDU Core Research |
| Primary Program Source: |
04001920DB NSF Education & Human Resource 04002122DB NSF Education & Human Resource |
| Program Reference Code(s): |
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| Program Element Code(s): |
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| Award Agency Code: | 4900 |
| Fund Agency Code: | 4900 |
| Assistance Listing Number(s): | 47.076 |
ABSTRACT
Iowa State University (ISU) in partnership with researchers at the Education Development Center (EDC) and the University of North Carolina Charlotte will implement an NSF EHR Core Research (ECR) project to study the experiences, perspectives, and stories of successful doctoral students and recent PhDs from underrepresented groups in mathematics. The project will develop interview instruments and conduct in-depth, semi-structured interviews with four cohorts: newly accepted students, early graduate students (pre-qualifying exams), advanced graduate students (dissertation level), and recent PhDs (0-5 years since graduation). The interview instruments could be useful to the field beyond this project and the use of these four cohorts will add to the current literature. The research questions in the study are: What are lived experiences of successful underrepresented students who are pursuing mathematics PhDs? and What formal and informal structures are perceived by doctoral students as effective supports?
The research will build knowledge to inform decisions about changing mathematics department cultures and practices to better recruit, retain and graduate mathematicians from underrepresented groups. The project will result in survey results from 100 graduate students and recent graduates and twelve composite counterstories illustrating the student experiences and support systems that result in success for students from underrepresented groups. The counterstories and other results are expected to disrupt current perceptions about who can be successful in graduate school, and how. The project includes plans for strategic dissemination of the research results to stakeholders and practitioners.
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.
PUBLICATIONS PRODUCED AS A RESULT OF THIS RESEARCH
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