skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


Title: HINENI: Human Identity across the Nations of the Earth Ngram Investigator
Self-reported biographical strings on social media profiles provide a powerful tool to study self-identity. We present HINENI, a dataset of 420 million Twitter user profiles collected over a 12 year period, partitioned into 32 distinct national cohorts, which we believe is the largest publicly available data resource for identity research. We report on the major design decisions underlying HINENI, including a new notion of sampling (k-persistence) which spans the divide between traditional cross-sectional and longitudinal approaches. We demonstrate the power of HINENI to study the relative survival rate (half-life) of different tokens, and the use of emoji analysis across national cohorts to study the effects of gender, national, and sports identities.  more » « less
Award ID(s):
2208664
PAR ID:
10548355
Author(s) / Creator(s):
; ;
Publisher / Repository:
AAAI
Date Published:
Journal Name:
Proceedings of the International AAAI Conference on Web and Social Media
Volume:
18
ISSN:
2162-3449
Page Range / eLocation ID:
515 to 527
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. ; ; ; ; ; ; ; ; ; (, Journal of college science teaching)
    Wojnowski, David (Ed.)
    Since 2010, the National Science Foundation (NSF)–funded Science, Technology, and Math Preparation Scholarships (STAMPS) project has provided financial and community support for undergraduate students at the University of North Carolina at Greensboro (UNCG) in STEM majors. In this article, the authors explore the impact of STAMPS on how cohorts support students’ sense of belonging, self-efficacy, and science identity. A mixed-methods design approach enabled the collection of multiple types of data that could be used to examine participants’ experiences. Key findings suggest that participation in the STAMPS program has increased students’ self-efficacy, science identity, and sense of belonging. Students reported feeling a bolstered self-efficacy primarily due to interactions with other students, faculty, and scientists during class, field trips, and presentations. Peer and faculty mentors and STAMPS events were most frequently cited as being responsible for impacting science identity. UNCG-specific and STAMPS events assisted in the formation of students’ sense of belonging. 
    more » « less
  2. ; (, npj Science of Learning)
    Abstract This study investigates the racial-mathematical identity profiles of Black American adolescents. Survey data were collected in five schools across one U.S. urban school district at two time points (spring 2018 [n = 197] and spring 2019 [n = 210]). Based on extant research regarding psychological response patterns to racialized school stress, we investigated the existence of an identity negotiation pattern in which students were motivated to resist negative stereotypes about Black people by achieving well in mathematics. We conducted a latent profile analysis combining students’ self-beliefs across five indicators: racial centrality, racial public regard, mathematics attainment value, mathematics mastery experiences, and resistance motivation. Three distinct racial-mathematical identity profiles emerged: (1) Mathematics Devalued/Ambivalent, (2) Moderately Math Attained, and (3) Resistors. We found associations between profile membership and students’ gender, negative math emotions, and their receipt of cultural and critical mathematics instruction. We also found an association between the identity profiles and school type (academically selective “magnet” schools vs. open-enrollment neighborhood schools), but not in the direction that might be assumed. Moreover, we found that certain school environment factors (i.e., racial stereotyping and cultural and critical mathematics instruction) were significantly different in racially diverse magnet schools than in the neighborhood schools. Overall, our data reveal the existence of a highly motivated Resistor profile among Black students, that is predicted by cultural and critical mathematics instruction but underrepresented within this district’s selective magnet schools. 
    more » « less
  3. ; ; ; ; ; (, Frontiers in Education)
    null (Ed.)
    Undergraduate research opportunities have been demonstrated to promote recruitment, retention, and inclusion of students from underrepresented groups in STEM disciplines. The opportunity to engage in hands-on, discovery-based activities as part of a community helps students develop a strong self-identity in STEM and strengthens their self-efficacy in what can otherwise be daunting fields. Kansas State University has developed an array of undergraduate research opportunities, both in the academic year and summer, and has established a management infrastructure around these programs. The Graduate School, which hosts its own Summer Undergraduate Research Opportunity Program aimed at URM and first-generation college students, coordinates the leadership of the other grant-funded programs, and conducts a series of enrichment and networking activities for students from all the programs. These include professional development as well as primarily social sessions. The Kansas LSAMP, led by Kansas State University, created a summer program aimed at under-represented minority community college students enrolled in STEM fields to recruit them into research opportunities at K-State. There has been strong interest in the program, which incorporated university experience elements in addition to an introduction to STEM research and the four-year university. In the 5 years since the program’s inception, cohorts of nine to fourteen students came to K-State each year for eight-week experiences and took part in both cohort-based sessions and individual mentored research experiences. The two-fold focus of this program, Research Immersion: Pathways to STEM, has resulted in the majority of the students presenting a poster at a national conference and transferring to a STEM major at a four-year institution. Survey results showed that the program was successful at improving STEM identity and academic self-concepts. Qualitative feedback suggested that the two parts of the program worked together to increase interest and self confidence in STEM majors but also ensured that students connect with other students and felt comfortable in the transition to a 4-year institution. 
    more » « less
  4. ; (, International Journal of Public Opinion Research)
    Three conclusions about collective memory are developed from data obtained before and after the September 11, 2001 terrorist attack on the United States. First, gener- ational effects, as predicted by the critical years hypothesis, show that a dramatic new national or world event can have an impact on young cohorts that leads to a lasting collective memory. Second, for the September 11, 2001 attack, that effect was visible almost immediately after the event. Third, once a collective memory is established, it is retained by the affected cohorts as they age, as we show for the Vietnam War. We conceptualize the population as consisting of successive cohorts, each of which carries collective memories arising from major events that occurred during its critical years. 
    more » « less
  5. ; ; ; ; ; (, American Society for Engineering Education)
    In order to lead the social process required to solve society’s grandest challenges and ensure that the capabilities of an expanded engineering workforce are successfully harnessed, new engineers must be more than just technical experts, they must also be technical leaders. Thankfully, greater numbers of engineering educators are recognizing this need and are consequently establishing engineering leadership certificates, minors, and even full degree programs through centers at universities throughout the country. However, for these programs to reach their full potential, engineering educators must be successful in integrating leadership into the very identity of engineers. This study seeks to better understand the relationship between engineering identity and leadership, so tools can be developed that enable engineering educators to more effectively integrate leadership into an engineering identity. This paper explores this relationship using a national sample of 918 engineering students who participated in the 2013 College Senior Survey (CSS). The CSS is administered by the Higher Education Research Institute (HERI) at UCLA to college students at the end of their fourth year of college; data from the CSS are then matched to students’ prior responses on the 2009 Freshman Survey (TFS), which was administered when they first started college, to create a longitudinal sample. Using a leadership construct developed by HERI as the outcome variable, this work utilizes Hierarchical Linear Modelling (HLM) to examine the impact of engineering identity and a host of other factors shown to be important in college student development on leadership. HLM is especially appropriate since individual student cases are grouped by schools, and predictor variables include both student-level and institution-level variables. The leadership construct, referred to as leadership self-efficacy in this work, includes self-rated growth in leadership ability, self-rating of leadership ability relative to one’s peers, participation in a leadership role and/or leadership training, and perceived effectiveness leading an organization. The primary independent variable of interest was a factor measuring engineering identity comprised of items available on both the TFS and CSS instruments. Including this measure of engineering identity from two different time periods in the model provides the relationship between engineering identity in the fourth year and leadership self-efficacy, controlling for engineering identity in the first year as a pretest. Statistically significant results were found across each of the areas tested, including the fourth-year engineering identity factor as well as several collegiate experiences, pre-college experiences, major, and institutional variables. Taken together, these results present a nuanced picture of what matters to predicting leadership outcomes for undergraduate engineering students. For example, while engineering identity is a significant positive predictor of the leadership construct, computer engineers score lower than mechanical engineers on leadership, while interacting with faculty appears to enhance leadership self-efficacy. 
    more » « less
  • Citation Formats
  • MLA
  • APA
  • Chicago
  • BibTeX
  • Save / Share this Record
  • Send to Email