Collaborative Research: ECR EIE DCL: The Development and Validation of a Scale to Assess Epistemic Exclusion in Minoritized and Non-Minoritized STEM Faculty

这项由密歇根州立大学、北德克萨斯大学和密歇根大学参与的合作研究项目将研究认知排斥（一种学术贬值的形式）是否会对女性和有色人种教师在STEM领域的充分包容和参与造成障碍。认知排斥是指当评估系统中无形的偏见与对历史上代表性不足的群体的偏见和负面刻板印象相结合时，某些类型的学术就会贬值。由于教职员工的职业成果（如晋升、终身教职和离职意向）取决于他们达到评估标准的程度，因此评估体系中的偏见会不成比例地损害女性和有色人种教职员工，这可能会阻碍他们在学术界的保留和进步。项目团队将创建并验证评估教师认知排斥的量表。该项目的结果有可能通过提供研究人员可以用来调查STEM教师的认知排斥的工具来造福社会。推进这一研究可能会导致高等教育机构的潜在干预措施和政策变化，从而改善我国高校中女性和代表性不足的少数族裔STEM教师的保留和晋升。有一项计划，通过同行评议的介绍和专业期刊上的出版物向学术受众传播，这将有助于向研究和学术界提供信息。该项目得到了EHR核心研究（ECR）计划的支持，该计划支持推进STEM学习和学习环境基础研究、扩大STEM参与和STEM劳动力发展的工作。ECR项目支持积累有力的证据，为理解、建立理论来解释、提出干预和创新建议的努力提供信息，以应对STEM兴趣、教育、学习和参与方面的持续挑战。该项目由美国国家科学基金会ADVANCE项目共同资助，该项目支持实施组织变革战略，以解决影响STEM教师职业生涯中女性的系统性不平等问题。该项目还得到了研究生教育和教授联盟（AGEP）计划的资助，该计划资助的项目旨在提高有关增加非裔美国人、西班牙裔美国人、美洲原住民印第安人、夏威夷原住民和土著太平洋岛民在STEM教师职业中的数量的知识。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

This collaborative research project, involving Michigan State University, the University of North Texas and the University of Michigan, will examine whether epistemic exclusion, a form a scholarly devaluation, may create a barrier to the full inclusion and participation of women and faculty of color in STEM. Epistemic exclusion is the devaluation of certain types of scholarship that occurs when invisible biases in systems of evaluation are coupled with prejudice toward, and negative stereotypes about, historically underrepresented groups. Because faculty members' career outcomes (e.g., promotion, tenure, and turnover intentions) are determined by how well they meet evaluative standards, bias in systems of evaluation that disproportionately harm women and faculty of color may impede their retention and advancement in academia. The project team will create and validate a scale assessing faculty epistemic exclusion. Results of the project have the potential to benefit society by providing a tool that researchers can use to investigate epistemic exclusion in STEM faculty. Advancing this line of research may result in potential interventions and policy changes at institutions of higher education that improve the retention and promotion of women and underrepresented minority STEM faculty at our nation’s colleges and universities. There is a plan for dissemination to scholarly audiences through peer-reviewed presentation and publications in professional journals that will help inform the research and academic communities. This project is supported by the EHR Core Research (ECR) program, which supports work that advances fundamental research on STEM learning and learning environments, broadening participation in STEM, and STEM workforce development. The ECR program supports the accumulation of robust evidence to inform efforts to understand, build theory to explain, and suggest intervention and innovations to address persistent challenges in STEM interest, education, learning and participation. The project was co-funded by the NSF ADVANCE program which supports the implementation of organizational change strategies to address systemic inequities that impact women in STEM faculty careers. The project was also funded by the Alliances for Graduate Education and Professoriate (AGEP) program, which funds projects designed to advance knowledge about increasing the number of African Americans, Hispanic Americans, Native American Indians, Native Hawaiians and Native Pacific Islanders in STEM faculty careers.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.