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，女性和少数种族/族裔群体在STEM课程、专业和职业中的代表性不足。社会和心理因素，特别是对代表性不足的群体成员在STEM领域的能力的负面刻板印象的普遍存在和持续存在，在解释和延续STEM领域的这种不平衡参与水平方面发挥了关键作用。特别是，由隐性偏见和刻板印象造成的微妙“微观不平等”的普遍存在和持续存在，已经取代了更明显、有意的歧视形式，导致STEM教室中代表性不足的学生面临“寒冷气候”。研究表明，在STEM教育环境中，偏见仍然存在，即使是在那些重视公平的个人中，甚至是在那些本身就是代表性不足群体成员的专业人士中。该项目将专注于开发、评估和部署一个名为INTRINSICS（减少内隐负面刻板印象和改善STEM环境的互动叙事技术）的数字互动叙事平台，供入门级本科STEM教师及其学生使用，该平台将允许学生表达消极的主观课堂体验，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积极主动地应对歧视经历。该项目将采用一项为期三年的开发和研究计划来验证INTRINSICS平台及其组成部分的功效和影响。在第一年和第二年（第一阶段：开发和指导研究），开发平台的技术框架和后端影响，迭代设计和开发三个模块的内容、图形和界面。一组随机实验将测试几个对平台叙事体验至关重要的基本变量的影响，包括叙事声音；叙事内容的生成与接受；被认为是虚构的叙事内容与被认为是反映人们实际经历的叙事内容的接受程度；以及互动元素的包容与排斥。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来测试完整的intrinsic平台对物理和工程入门级课程的学生和教授的长期影响。

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.