GP-IN:Teaching for Resilience in a Museum Youth Program

_____________________________________________________________________________________________________________________ 本项目旨在研究和打破壁垒,阻止年轻人颜色承担领导角色在地质和环境科学。来自历史上被边缘化社区的学生已经准备好承担这些角色，并在寻找解决我们社会面临的紧迫环境挑战的解决方案以及为科学带来新的和多样化的视角方面发挥重要作用。不幸的是，提供这种培训的大学院系往往准备不足，无法欢迎他们。有色人种学生面临的系统性挑战深深植根于他们的大学结构中。该项目将应用教育研究中的关键框架，以更好地了解攻读地球与环境科学专业的有色人种青年男女所面临的障碍。pi将为高中生和本科生开发项目，为他们提供就业机会、领导机会和战略培训，帮助他们克服在以白人为主的地球科学专业学习时遇到的永远存在的障碍。该项目建立在耶鲁皮博迪自然历史博物馆（YPM）现有的非常成功的博物馆青年计划的基础上。它将直接影响到康涅狄格州纽黑文的40-50名高中生，以及众多研究生和教师导师。随着学生进入本科环境科学课程，他们将更好地认识和挑战大学社区中现有的权力动态。这项倡议将建立在现有的博物馆青年项目“进化”的基础上，该项目每年为耶鲁皮博迪自然历史博物馆（YPM）的100名高中生提供服务。PIs的Andrea Motto博士和Chris Norris博士将与两组20名EVOLUTIONS校友以及来自耶鲁皮博迪博物馆、恐龙州立公园和纽黑文气候运动的工作人员合作，为学生在选择大学专业的成长期建立一个支持和资源网络。使用批判性教学法和社区文化财富框架，pi将为高中构建一个地球科学学习生态系统，该生态系统将呼吁压制实践，并鼓励环境科学领域的弹性和持久性。活动将包括研讨会、实地考察和在BIPOC研究生指导下的地球科学密集实习，研究将使用定性方法调查参与的障碍和恢复力的工具。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 project aims to study and break down the barriers that prevent young people of color from taking on leadership roles in geological and environmental sciences. Students from historically marginalized communities are ready to take on these roles and have an important part to play in finding solutions to the urgent environmental challenges that our society faces, and in bringing new and diverse perspectives to science. Unfortunately, the university departments that will provide this training are often poorly-prepared to welcome them. Students of color face systematic challenges that are deeply embedded in the structure of their universities. The project will apply critical frameworks in educational research to better understand barriers faced by young men and women of color who pursue earth and environmental science majors. The PIs will develop programs for high school and undergraduate students that offer exposure to careers, opportunities for leadership, and training on strategies that will help them overcome the ever-present barriers that they will encounter as students in predominantly white geoscience departments. The project builds on the work of an existing, and very successful museum youth program at the Yale Peabody Museum of Natural History (YPM). It will directly impact 40-50 high school students in New Haven, Connecticut, and numerous graduate student and faculty mentors. As students progress into their undergraduate environmental science programs, they will be better positioned to recognize and challenge the existing power dynamics within their university communities.This initiative will build upon an existing museum youth program, EVOLUTIONS, which serves 100 high school students each year at the Yale Peabody Museum of Natural History (YPM). PIs Dr. Andrea Motto and Dr. Chris Norris will work with two cohorts of 20 EVOLUTIONS alumni along with staff from the Yale Peabody Museum, Dinosaur State Park, and the New Haven Climate Movement to create a network of support and resources for students during the formative years in which they select a college major. Using a critical pedagogy and Community Cultural Wealth framework, the PIs will construct a geoscience learning ecosystem for high school that will call out oppressive practices and encourage resilience and persistence in environmental science fields. Activities will include workshops, field trips, and intensive internships in geosciences with mentorship from BIPOC graduate students, and the research will use qualitative methods to investigate barriers to participation and tools for resilience.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.