Exploring Racial Microaggression in Science Education

ECR计划强调基础STEM（科学，技术，工程和数学）教育研究，将产生该领域的基础知识。该项目将研究如何扩大非洲血统和科学教育拉丁美洲/教师的科学教育教师参与STEM。研究表明，来自这些人群的科学和科学教育教师和学生经常面临有意和无意的种族微攻击行为，这往往对他们是否留在STEM管道中产生负面影响。由于许多这些种族微攻击行为来自管理员，同事和同龄人，这个项目将作为直接解决这个问题的重要一步。该研究将（a）确定可能是微攻击的前兆或导致微攻击的行动或活动;（B）寻求更好地理解为什么微攻击者可能意识到或不知道他们的行为;（c）收集同事和管理人员为尽量减少种族微攻击而使用的方法和政策的数据。问卷、内隐态度测试、访谈和其他档案文件将被用作本研究的数据来源。这些来源将允许探索文献中的空白，以前的研究几乎完全集中在科学教育中的教师和学生的颜色，而不是表演者的微侵略。这项投资将支持一个有风险的，但潜在的变革性的理论发展相对于减少种族在科学教育中的微观侵略的场所。这些结果将有助于开发一种工具，可靠地衡量隐含的偏见，这将有利于广大科学界。

The ECR program emphasizes fundamental STEM (science, technology, engineering, and mathematics) education research that will generate foundational knowledge in the field. This project will examine ways to broaden participation in STEM for science education faculty of African ancestry and science education Latino/a faculty. Research shows that science and science education faculty and students from these populations regularly face intentional and unintentional acts of racial microaggressions that often negatively impact whether they remain in the STEM pipeline. Since many of these acts of racial microaggression come from administrators, colleagues, and peers, this project will serve as an important step in directly addressing this issue. The research will (a) identify actions or activities that might be precursors of or lead to microaggressions; (b) seek to better understand why the microaggresssors might be aware or unaware of their acts; and (c) collect data about approaches and policies that have been used by colleagues and administrators to minimize racial microaggressions.The Critical Race Theory will be used as the lens to frame the study. Questionnaires, an Implicit Attitude Test, interviews, and other archival documents will be used as sources of data for this study. These sources will allow the exploration of gaps in the literature where prior research focused almost exclusively on faculty and students of color within science education rather than on performers of microaggressions. This investment will support a risky, yet, potentially transformative venue for theory development relative to reducing racial microaggressions in science education. The outcomes will assist in the development of an instrument that will reliably measure implicit bias that will be of benefit to the at-large scientific community.