ADVANCE Catalyst: Truman College ADVANCE Catalyst Participatory Action Research- Building a sense of "voice" among STEM faculty

ADVANCE Catalyst：杜鲁门学院 ADVANCE Catalyst 参与式行动研究 - 在 STEM 教师中建立“声音”意识

• 批准号: 2140262
• 负责人: Leah Page
• 金额: $ 27.48万
• 依托单位: City Colleges of Chicago Harry S Truman College
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-08-15 至 2024-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2140262&HistoricalAwards=false
• 关键词: ADVANCE; Catalyst; Truman; College; Participatory

This project will focus on faculty in STEM departments compared to non-STEM departments and uncover any persistent negative perceptions of historically marginalized groups, especially in the STEM departments. The project will examine which female-identifying STEM faculty feel they have a voice in their departments and research the significance of those perceptions in the context of protected classes (e.g., race, religion) and positions in the institution. The project seeks to answer who feels unheard, why that might be the case, and how intersectional identities impact those experiences. This work is important to Harry S Truman College because the college has been deeply engaged in equity work since 2017, but the focus has always been on the student experience. This has left little room for curiosity about faculty experience. And while Harry S. Truman College offers the perspective of an already ethnically diverse college, it nevertheless struggles with persistent and systematic inequity. Additionally, the project will consider which interventions are most likely to increase a sense of belonging or voice and pilot interventions as part of a 5-year STEM Faculty Equity Plan.Using a combination of focus groups, individual interviews, and a survey, the project will answer three questions: 1) who are the faculty that report feeling unheard, and why is this the case; 2) how do intersectional identities impact their experiences on campus; and 3) what immediate interventions could be piloted to increase sense of voice and belonging? The project will use a mixed methods research approach to prepare a foundational and intersectional report on faculty sense of belonging and voice. The findings will propel future investigation into faculty inequities, known barriers, and promising interventions. Harry S. Truman College wants to uncover any significant disruption between the sense of belonging and voice of faculty in traditionally privileged identities (i.e., white, male) and female-identifying faculty intersected with additional underrepresented identities (e.g., race, national origin, tenure status, etc.). The high-level objectives for this project are to uncover critical inequities and address them with an intersectional lens. The project will create artifacts for easy sharing of information within the higher education community and the ADVANCE network, including a diversity of identities among faculty. The project will privilege experiences in STEM teaching that have traditionally been excluded and build power on the margins by inviting these individuals to lead research and pilot interventions.The NSF ADVANCE program is designed to foster gender equity through a focus on the identification and elimination of organizational barriers that impede the full participation and advancement of diverse faculty in academic institutions. Organizational barriers that inhibit equity may exist in policies, processes, practices, and the organizational culture and climate. ADVANCE "Catalyst" awards provideThis 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.

该项目将重点关注STEM部门与非STEM部门的教师，并揭示对历史上边缘化群体的任何持续负面看法，特别是在STEM部门。该项目将研究哪些女性认同STEM教师认为她们在自己的部门有发言权，并研究这些看法在受保护阶层（如种族、宗教）和机构职位的背景下的重要性。该项目试图回答谁感到被忽视，为什么会这样，以及交叉身份如何影响这些经历。这项工作对哈里·S·杜鲁门学院很重要，因为学院自2017年以来一直在深入开展公平工作，但重点一直放在学生体验上。这使得人们对教师经历的好奇心所剩无几。虽然哈利·s·杜鲁门学院（Harry S. Truman College）提供了一个本已多元化的学院的视角，但它仍在与持续存在的系统性不平等作斗争。此外，该项目将考虑哪些干预措施最有可能增加归属感或发言权，并将试点干预措施作为5年STEM教师权益计划的一部分。采用焦点小组、个人访谈和调查相结合的方法，该项目将回答三个问题：1)谁是报告感觉被忽视的教师，为什么会这样；2)交叉身份如何影响他们的校园经历；3)可以尝试哪些即时干预措施来增加发言权和归属感？该项目将采用混合方法研究方法，准备一份关于教师归属感和发言权的基础和交叉报告。这些发现将推动未来对教师不平等、已知障碍和有希望的干预措施的调查。哈里·s·杜鲁门学院希望揭示传统特权身份（即白人，男性）和女性身份认同的教师与其他未被充分代表的身份（如种族，国籍，终身职位等）交叉的归属感和声音之间的任何重大中断。该项目的高级目标是揭示关键的不平等现象，并通过交叉视角解决这些问题。该项目将为高等教育界和ADVANCE网络内的信息共享提供便利，包括教师之间的多种身份。该项目将优先考虑传统上被排除在外的STEM教学经验，并通过邀请这些个人领导研究和试点干预措施，在边缘地区建立权力。NSF ADVANCE项目旨在通过识别和消除阻碍学术机构中不同教师充分参与和进步的组织障碍来促进性别平等。阻碍公平的组织障碍可能存在于政策、过程、实践以及组织文化和气候中。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。