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Breaking Barriers to Participation: A Cultural Approach to Increasing Native Hawaiian Representation in Engineering

打破参与障碍：增加夏威夷原住民在工程领域代表性的文化方法

基本信息

批准号：
2034824
负责人：
Woochul Lee
金额：
$ 64.14万
依托单位：
University of Hawaii
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2021
资助国家：
美国
起止时间：
2021-04-15 至 2025-03-31
项目状态：
未结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2034824&HistoricalAwards=false
关键词：
Breaking Barriers Participation Cultural Approach

项目摘要

Enhancing diversity can lead to success, not only for minorities, but for everyone. Multicultural experiences can make people more creative, and diverse groups are more likely to think deeply and achieve higher quality outcomes compared to homogenous groups. In universities and in the workplace, embracing the talents and experiences of people from diverse backgrounds will be beneficial for society more broadly. Yet certain groups are underrepresented in universities and in particular fields. Specifically, Native Hawaiians are one of the most underrepresented groups in the engineering workforce and also in engineering programs at four-year institutions. As the primary public institution in Hawai‘i, University of Hawai‘i at Mānoa serves a central role in engaging Native Hawaiians in engineering programs. Native Hawaiian engineering graduates will have numerous benefits in their future careers (including higher wages) and can have various opportunities to contribute to their local communities. In this light, it is presently important to use evidence-based approaches and seamlessly adapt preexisting practices in engineering education for supporting more Native Hawaiian students. This project will increase the participation of Native Hawaiians in engineering, with implementation via educational and mentoring initiatives and specific focus on outcomes at the graduate level. Broadening the participation of Native Hawaiians in university engineering programs will benefit the Native Hawaiian community while also strengthening the U.S. engineering workforce as a whole. To support Native Hawaiian students’ retention in engineering programs and pursuit of graduate degrees, we aim to provide key resources and support first at the undergraduate level. Specifically, this project will: 1) identify potential culture-specific barriers for entering graduate engineering programs through a cultural psychological approach; 2) develop course materials originating from Native Hawaiian culture for a more culturally aligned engineering education; and 3) establish multi-disciplinary programs for professional development and cohesive mentoring based on students’ academic and personal needs. This project will develop culture-based pedagogical tools consistent with Native Hawaiian ways of learning and integrate them within the engineering curriculum. In addition, we will establish professional development and mentoring programs to create an environment that fosters Native Hawaiians’ educational aspirations and stimulates Native Hawaiians to thrive in their future engineering careers. We expect that our evidence-based approach, combined with concrete educational and mentoring initiatives, will increase Native Hawaiian students’ sense of belonging, academic performance in engineering, and interest in engineering graduate program enrollment. By increasing inclusion of Native Hawaiians, the culture of engineering programs at UHM will be transformed to enable greater diversity. The broad participation of Native Hawaiians in engineering graduate programs will further enhance diversity in a wide range of engineering job sectors. Furthermore, Native Hawaiian individuals with strong engineering backgrounds will be able to play a much-needed role in bridging a gap between policy makers and the local Native Hawaiian community to understand unique cultures and perspectives on each side. Findings and outcomes from this project have high potential to benefit others, who are underrepresented in STEM including, but not limited to, Other Pacific Islanders, Alaska Native and Native American individuals.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.

加强多样性可以带来成功，不仅对少数族裔，而且对每个人都是如此。多元文化的经历可以使人更有创造力，与同质群体相比，多元化群体更有可能进行深入思考，取得更高质量的成果。在大学和工作场所，接纳来自不同背景的人才和经验将对社会更广泛地有益。然而，某些群体在大学和特定领域的代表性不足。具体来说，夏威夷原住民是工程劳动力和四年制大学工程项目中代表性最不足的群体之一。作为夏威夷的主要公共机构，夏威夷大学（网址：Mānoa）在吸引夏威夷原住民参与工程项目方面发挥着核心作用。夏威夷本土工程专业毕业生在未来的职业生涯中会有很多好处（包括更高的工资），并且有各种机会为当地社区做出贡献。从这个角度来看，目前重要的是使用基于证据的方法，无缝地适应工程教育中已有的实践，以支持更多的夏威夷原住民学生。该项目将通过教育和指导计划实施，并特别关注研究生水平的成果，增加夏威夷原住民对工程的参与。扩大夏威夷原住民在大学工程项目中的参与将有利于夏威夷原住民社区，同时也将加强美国整体的工程劳动力。为了支持夏威夷原住民学生继续学习工程课程和攻读研究生学位，我们的目标是首先在本科阶段提供关键资源和支持。具体而言，本项目将：1)通过文化心理学方法确定进入研究生工程项目的潜在文化特定障碍；2)开发源自夏威夷原住民文化的课程材料，使工程教育更具文化一致性；3)根据学生的学术和个人需求，建立多学科的专业发展计划和凝聚力指导。该项目将开发与夏威夷土著学习方式相一致的基于文化的教学工具，并将其整合到工程课程中。此外，我们将建立专业发展和指导计划，以创造一个环境，促进夏威夷原住民的教育愿望，并刺激夏威夷原住民在他们未来的工程事业中茁壮成长。我们希望我们的循证方法，结合具体的教育和指导计划，将增加夏威夷原住民学生的归属感，在工程方面的学术表现，以及对工程研究生课程注册的兴趣。通过增加夏威夷原住民的参与，UHM的工程项目文化将转变为更大的多样性。夏威夷原住民在工程研究生项目中的广泛参与将进一步增强工程工作领域的多样性。此外，具有强大工程背景的夏威夷原住民将能够在弥合政策制定者和当地夏威夷原住民社区之间的差距方面发挥急需的作用，以了解双方独特的文化和观点。这个项目的发现和结果有很大的潜力使其他在STEM中代表性不足的人受益，包括但不限于其他太平洋岛民、阿拉斯加原住民和美洲原住民。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。