Co-Constructing Faculty Critical Consciousness In Engineering Education

这个项目的总体目标是双重的：促进对工程教育特权和优势体系的理解，并创建一个专业发展计划，帮助工程教师培养批判性地质疑这种特权在工程中的社会、文化、历史和政治影响的技能。工程教育是建立在一个历史特权和规范的价值观，信仰，经验和特定身份的观点，指导该领域的工作的系统。虽然对工程领域的男性气质进行了大量研究，但关于特权在工程领域中的作用的研究却很有限。该项目将通过关注三个研究问题来产生新的知识：(1)系统性种族主义如何以及以何种方式在工程教育中表现出来？(2)有哪些策略可以有效地帮助工科教师培养批判意识？(3)批判意识的增长如何以及以何种方式支持教师识别和挑战阻碍工程领域种族平等的系统性障碍？这项研究将支持工程学院质疑阻碍种族平等的相关系统性障碍。这个为期四年的项目将考察教师在工程方面的指导、反思日志，以及研究人员自己的专业工程环境（如教师会议、课堂观察）的现场观察笔记。这些工件将作为在第二年创建教师发展计划的基线。在第3-4年期间，该项目将由两组各16名工程学院教师实施和修订，以递归的方式共同构建种族和种族身份的批判意识和脚本。该项目将为工程学院创造身临其境的体验，作为培养批判意识的工具，这是制定改变的基础，将解决工程领域的种族不平等问题，并提供一个支持挑战工程领域特权的实践模式。该合作项目由STEM教育项目中的种族平等（EHR种族平等）资助。该计划支持通过研究和实践促进科学、技术、工程和数学（STEM）教育和劳动力发展方面的种族平等的项目。获奖项目集中了受STEM领域系统性种族主义造成的不平等影响最大的个人、社区和机构的声音、知识和经验。该项目符合美国国家科学基金会的核心价值，即支持来自全国不同人口群体、地区和组织类型的杰出研究人员和创新思想家。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。

The overall goals of this project are twofold: to advance understanding of the system of privileges and advantages in engineering education and to create a professional development program to help engineering faculty develop the skills to critically question social, cultural, historical, and political effects of this privilege in engineering. Engineering education is built on a system that historically privileges and normalizes the values, beliefs, experiences, and perspectives of particular identities that guide the work of the field. While there has been substantial research into the masculinity of engineering, there has been limited research about the role of privilege in engineering. This project will generate new knowledge by focusing on three research questions: (1) How and in what ways does systemic racism manifest in engineering education? (2) What strategies can be used to effectively help engineering faculty develop their critical consciousness? and (3) How and in what ways does the growth of critical consciousness support faculty to identify and challenge the systemic barriers preventing racial equity in engineering? The research will support engineering faculty to interrogate the associated systemic barriers preventing racial equity.This four-year project will examine guided, reflective journaling of faculty experiences in engineering and field notes from observations of the researchers' own professional engineering settings (e.g. faculty meetings, classroom observations). These artifacts will serve as the baseline for creating the faculty development program during Year 2. During Years 3-4, the program will be implemented and revised with two cohorts of 16 engineering faculty each, in a recursive co-construction of critical consciousness and scripts of race and racial identity. This project will result in the creation of immersive experiences for engineering faculty that serve as a vehicle for the development of critical consciousness, which is the foundation to enact changes that will address racial inequity in engineering and provide a model that supports practices to challenge privilege in engineering spaces. This collaborative project is funded by the Racial Equity in STEM Education program (EHR Racial Equity). The program supports projects that promote racial equity in science, technology, engineering, and mathematics (STEM) education and workforce development through research and practice. Awarded projects center the voices, knowledge, and experiences of the individuals, communities, and institutions most impacted by the inequities caused by systemic racism in STEM fields. This program aligns with NSF’s core value of supporting outstanding researchers and innovative thinkers from across the Nation's diversity of demographic groups, regions, and types of organizations.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.