CAREER: Surfacing deeply-held beliefs about gender- and race-based minoritization in engineering

职业：揭示工程领域基于性别和种族的少数化的根深蒂固的信念

• 批准号: 1943934
• 负责人: Emily Dringenberg
• 金额: $ 59.71万
• 依托单位: Ohio State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-08-01 至 2025-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1943934&HistoricalAwards=false
• 关键词: CAREER; Surfacing; deeply; held; beliefs

Women and people of color remain systematically excluded from engineering. This problem is due, in part, to the deeply-held beliefs that people in positions of power hold about race and gender. However, such deeply-held beliefs often remain outside of a person’s conscious awareness. This CAREER project will contribute to broadening participation in engineering by 1) analyzing the beliefs that engineering faculty, staff and administrators hold about why minoritization of women and people of color endures in engineering culture, 2) analyzing how they justify these beliefs, and 3) characterizing the experiences that they recognize as key to their evolution. These research contributions will directly inform the design of meaningful opportunities for others (engineering educators or members of society more broadly) to surface and critically reflect on their deeply-held beliefs in order to evolve towards ever-increasingly inclusive conduct, especially with respect to race- and gender- based minoritization in engineering.Prior work on broadening participation in engineering has primarily focused on understanding minoritized students and their experiences, commonly from a deficit perspective. This CAREER project takes a complementary approach by focusing on race or gender-based majority-group (male and/or white) engineering faculty, staff and administrators who are recognized as proponents of diversity and inclusion by a member of a minoritized group. The motivation for studying these privileged individuals includes the following: (i) the vast majority of engineering faculty and administrators belong a racial and/or gender majority group, so efforts to broaden participation must enable their development as inclusive educators, (ii) the privileges associated with their majority-group status(es) potentially allow them to evolve without ever critically reflecting on how their socialization has enabled beliefs that maintain racist and sexist educational systems, (iii) their decisions shape the design and implementation of undergraduate engineering education programs, and (iv) they have the systemic power to shift engineering culture more broadly. Methodologically, the research will include a series of in-depth, semi-structured interviews with participants framed by Argumentative Thinking as a way to access deeply-held beliefs and Narrative Analysis in order to situate beliefs within an individuals’ salient life experiences. The research findings will inform the design and implementation of professional development opportunities targeting other majority-group educators to take responsibility for disrupting the problematic status quo for participation in engineering by surfacing and critically reflecting on their own deeply-held beliefs. By understanding how to effectively surface and potentially change the deeply-held beliefs of majority-group engineering educators, this project is a critical step for broader change toward a culture where majority-group members hold each other accountable for broadening participation in engineering.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

女性和有色人种仍然被系统地排除在工程之外。这个问题部分是由于掌权者对种族和性别的根深蒂固的信念。然而，这种根深蒂固的信念往往保持在一个人的意识意识之外。这个职业生涯项目将有助于扩大参与工程1）分析工程教师，工作人员和管理人员持有的信念，为什么少数民族化的妇女和有色人种在工程文化中持久，2）分析他们如何证明这些信念，和3）表征他们认为是关键的经验，他们的演变。这些研究贡献将直接为他人设计有意义的机会提供信息（工程教育工作者或更广泛的社会成员）浮出水面，批判性地反思他们根深蒂固的信仰，以朝着越来越包容的行为发展，特别是在种族和性别方面，在工程的基础上少数化。扩大工程参与的先前工作主要集中在了解少数化的学生，他们的经验，通常从赤字的角度来看。这个职业项目采取了一种互补的方法，重点是种族或性别为基础的多数群体（男性和/或白色）工程教师，工作人员和管理人员谁是公认的多样性和包容性的少数群体的成员的支持者。研究这些特权人士的动机包括以下几点：㈠绝大多数工程系教师和管理人员属于种族和/或性别占多数的群体，因此扩大参与的努力必须使他们能够发展成为包容性教育工作者，㈡与其多数群体地位有关的特权这可能使他们在进化时从来没有批判性地反思他们的社会化是如何使维持种族主义和性别歧视教育制度的信念得以存在的，（iii）他们的决定塑造本科工程教育课程的设计和实施，（iv）他们有系统的力量，更广泛地改变工程文化。在方法上，研究将包括一系列深入的，半结构化的访谈参与者的论证思维框架作为一种方式来访问deeetern-holded信念和叙事分析，以便在个人的显着的生活经验中的信念。研究结果将告知专业发展机会的设计和实施，目标是其他多数群体的教育工作者，通过浮出水面和批判性地反思自己的深层信仰，负责破坏参与工程的问题现状。通过了解如何有效地表面和潜在地改变大多数工程教育工作者的深刻信念，这个项目是一个关键的一步，更广泛的变化，以文化，大多数-该奖项反映了美国国家科学基金会的法定使命，并被认为是值得通过使用基金会的智力价值和更广泛的影响审查进行评估来支持的的搜索.

项目成果

Thinking as Argument: A Theoretical Framework for Studying how Faculty Arrive at Their Deeply-held Beliefs About Inequity in Engineering

作为论证的思考：研究教师如何达成他们对工程不平等的根深蒂固信念的理论框架

• 发表时间: 2021
• 期刊: Proceedings of the American Society for Engineering Education Annual Conference and Exposition
• 作者: Grifski, J.