COLLABORATIVE RESEARCH: REAL: INTRINSICS: An Interactive Narrative Technology to Reduce Implicit Negative Stereotyping and Improve the Climate in STEM for Underrepresented Students

在美国，妇女和来自种族/少数民族群体的人在STEM课程、专业和职业中的代表性不足。社会和心理因素，特别是对STEM中代表性不足的群体成员能力的负面陈规定型观念的盛行和持续存在，在解释和维持STEM领域这种不平衡的参与程度方面发挥了关键作用。特别是，隐含的偏见和陈规定型观念所造成的微妙的“微不平等”的盛行和持续存在，取代了更公开、故意的歧视形式，造成了STEM教室中代表人数不足的学生面临的“冷淡气氛”。研究表明，在STEM教育背景下，偏见依然存在，甚至在重视公平的个人中也是如此，甚至在本身属于代表性不足群体的专业人员中也是如此。该项目将致力于开发、评估和部署一个名为INTINSICS(用于减少STEM中的内隐负面刻板印象和改善STEM氛围的交互叙事技术)的数字交互叙事平台，供初级STEM教师及其学生使用，该平台将允许学生表达负面的主观课堂体验，提高教师和学生对课堂上这些主观体验的认识，并使教师和学生能够主动应对歧视体验。该项目将采用一个为期三年的开发和研究计划来验证该平台及其组成部分的有效性和影响。在第一年和第二年(第一阶段：开发和指导研究)，将制定平台的技术框架和后端影响，并将迭代设计和开发三个模块的内容、图形和界面。对参加物理和生物入门课程的本科生进行的一系列随机实验将测试对平台体验至关重要的几个基本变量的影响，包括叙事声音；叙事内容的生成和接受；叙事内容的接受与被认为是虚构的内容；以及包括与排除互动元素。实验结果将直接指导平台三个模块的最终内容和设计。在第三年(第二阶段：应用研究和部署)，研究人员将采用纵向设计，在入门级物理和工程课程的学生和教授中测试完整的本征平台的长期影响。

Women and people from racial/ethnic minority groups are underrepresented in STEM courses, majors and careers in the United States. Social and psychological factors, in particular the prevalence and persistence of negative stereotypes toward underrepresented group members' abilities in STEM, play a key role in explaining and perpetuating this imbalanced level of participation in STEM fields. In particular, the prevalence and persistence of subtle "micro-inequalities" caused by implicit biases and stereotypes, which have taken the place of more overt, intentional forms of discrimination, have contributed to the "chilly climate" faced by underrepresented students in STEM classrooms. Research has revealed that bias persists in STEM educational contexts, even among individuals who value fairness and even among professionals who are themselves members of underrepresented groups. This project will focus on developing, assessing and deploying a digital interactive narrative platform, called INTRINSICS (Interactive Narrative Technology for Reducing Implicit Negative Stereotyping and Improving the Climate in STEM), for use by introductory-level undergraduate STEM instructors and their students that will allow students to express negative subjective classroom experiences, raise awareness about these subjective experiences among instructors and students in the classroom, and empower instructors and students to be proactive in responding to experiences of discrimination.The project will employ a three-year development and research plan to verify the efficacy and impact of the INTRINSICS platform and its constituent components. In years 1 and 2 (Phase 1: development and guiding research), the technological framework and back-end impact of the platform will be developed and the content, graphics and interface for three modules will be iteratively designed and developed. A set of randomized experiments conducted with undergraduates enrolled in introductory-level physics and biology courses will test the impact of several fundamental variables central to the experience of the platforms narratives, including narrative voice; the generation versus reception of narrative content; the reception of narrative content believed to be fictional versus content believed to reflect people's actual experiences; and the inclusion versus exclusion of interactive elements. The results of the experiments will directly guide the final content and design of the platform's three modules. In year 3 (Phase 2: applied research and deployment), the researchers will employ a longitudinal design to test the long-term impact of the full INTRINSICS platform among students and professors in introductory-level physics and engineering classes.