GSE/RES: Girls' Cultural-Gendered Identities and Perceptions as Future Technologists: A Mixed-Method Research Project of Intersectionality

GSE/RES：女孩作为未来技术人员的文化性别身份和认知：交叉性混合方法研究项目

• 批准号: 1136079
• 负责人: Kimberly Scott
• 金额: $ 52.5万
• 依托单位: Arizona State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-01-01 至 2015-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1136079&HistoricalAwards=false
• 关键词: GSE; RES; Girls; Cultural; Gendered

Intellectual Merit: This three-year research study draws from a pilot project that examined how adolescent girls in under-resourced school districts perceive and operationalize their developing consciousness as cultural beings and future technologists. Researchers from Arizona State University, University of Colorado-Boulder, and the National Center for Women Information Technology (NCWIT) will capitalize on their already existing collaborations with Phoenix Union High School District, Roosevelt School District, Gila River Indian Community, and Colorado MESA to structure this study in three geographic regions (Denver, Phoenix, and Gila River Indian Community). A stratified sample of 160 adolescent (ages 13-18) girls of color (e.g. African American, Latina, Native American), from high-needs districts will be randomly assigned in one of two conditions (C#1: technology program with cultural relevancy and gendered-identities emphasized; and C#2 technology program without a focus on cultural relevancy or gendered identities). The research team will administer pre-, mid-, and post- treatment instruments to girls in each condition and implement ethnographic methods and participatory action research to texturize the quantitative data. Theoretical concepts of intersectionality and standpoint serve as the frameworks for the design.Broader Impacts: This proposal will uniquely analyze how multiple and intersecting factors inform various dimensions of self that shape girl's perceptions as technologists. This study also will move beyond simply identifying girls? perceptions and barriers and explore how they are constructed, experienced, and overcome in everyday practice. Examining these intersections and dynamics will advance understanding about nuanced factors that encourage or impede girls of color considering technology at earlier stages in their educational careers than commonly researched. The findings from this study will be of interest to educational institutions and technology industries interested in diversity recruitment and retention programs.

智力优势：这项为期三年的研究借鉴了一个试点项目，该项目研究了资源不足学区的少女如何看待和操作他们作为文化人和未来技术专家的发展意识。来自亚利桑那州立大学、科罗拉多大学博尔德分校和国家妇女信息技术中心（NCWIT）的研究人员将利用他们与凤凰城联合高中学区、罗斯福学区、吉拉河印第安社区和科罗拉多梅萨的现有合作，在三个地理区域（丹佛、凤凰城和吉拉河印第安社区）构建本研究。 将从高需求地区随机抽取160名有色人种（如非裔美国人、拉丁裔、美洲土著人）青少年（13-18岁）女孩的分层样本，分配到两种条件之一中（C#1：强调文化相关性和性别身份的技术计划; C#2技术计划不关注文化相关性或性别身份）。研究小组将管理治疗前，中期和治疗后的工具，以女孩在每一个条件，并实施人种学方法和参与行动研究，以纹理化的定量数据。交叉性和立场的理论概念作为设计的框架。更广泛的影响：本提案将独特地分析多重和交叉因素如何告知自我的各个维度，这些维度塑造了女孩作为技术人员的看法。这项研究也将超越简单地识别女孩？认知和障碍，并探讨他们是如何构建，经验，并在日常实践中克服。 研究这些交叉点和动态将促进对细微差别的因素的理解，这些因素鼓励或阻碍有色人种女孩在教育生涯的早期阶段考虑技术，而不是通常的研究。 这项研究的结果将对教育机构和对多元化招聘和保留计划感兴趣的技术行业感兴趣。