Collaborative Research: Understanding Persistence through the Lens of Interruption: A Framework for Transformation (UPLIFT)

合作研究：通过中断的视角理解持久性：转型框架（UPLIFT）

• 批准号: 2140892
• 负责人: Kathaleena Monds
• 金额: $ 82.51万
• 依托单位: Albany State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-08-15 至 2027-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2140892&HistoricalAwards=false
• 关键词: Collaborative; Research; Understanding; Persistence; through

This collaborative project will study the impact of interruptions on Black women’s collegiate STEM experiences and their persistence and matriculation in STEM majors. Interruptions are defined as overt and subtle external acts and internal dialogues and decisions that result in a loss of focus, momentum, and confidence and require time to rebound. Each interruption requires resources to rebound (e.g., time), but continual interruptions impact Black women’s ability to rebound and persist in STEM over time. Conducting research that centers the voices of Black women who experience these interruptions will generate new insights into redesigning institutional and other structural factors that often serve as barriers to persistence and success in STEM majors.The research design entails a longitudinal, mixed-methods design wherein they follow 45 Black women who are STEM majors across three colleges in Georgia. Through interviews, focus groups, audio diaries, and the use of survey methods to collect quantitative data, the research team intends to develop a framework of interruption for Black women in STEM. The goals of the framework include: (a) to define interruption, (b) to identify constructs of interruption related to intent to persist, and (c) to determine the relationship between the domains of power and the experiences of interruption by undergraduate Black women in STEM. The creation of a clear definition of interruption and a robust conceptual framework has the potential to generate knowledge that will help address systemic racism across disciplines and settings. This collaborative project is funded through the Racial Equity in STEM Education program (EHR Racial Equity). The program supports research and practice projects that investigate how considerations of racial equity factor into the improvement of science, technology, engineering, and mathematics (STEM) education and workforce. Awarded projects seek to center the voices, knowledge, and experiences of the individuals, communities, and institutions most impacted by systemic inequities within the STEM enterprise. 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. Funds for EHR Racial Equity are pooled from programs across EHR in recognition of the alignment of its projects with the collective research and development thrusts of the four divisions of the directorate.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.

这一合作项目将研究中断对黑人女性大学STEM经历的影响，以及她们在STEM专业的坚持性和入学情况。干扰被定义为公开和微妙的外部行为以及内部对话和决定，这些行为和决定会导致注意力、动力和信心的丧失，并需要时间来反弹。每一次中断都需要资源来反弹(例如，时间)，但持续的中断会影响黑人妇女随着时间的推移反弹和坚持STEM的能力。开展以经历这些中断的黑人女性的声音为中心的研究，将为重新设计制度和其他结构性因素带来新的见解，这些因素往往是STEM专业坚持和成功的障碍。研究设计需要一个纵向的混合方法设计，在佐治亚州的三所大学跟踪调查45名STEM专业的黑人女性。通过访谈、焦点小组、音频日记和使用调查方法收集定量数据，研究小组打算为STEM中的黑人妇女制定一个干扰框架。该框架的目标包括：(A)定义中断，(B)确定与坚持意图有关的中断的概念，以及(C)确定权力领域与STEM本科生黑人女性中断经历之间的关系。建立中断的明确定义和强有力的概念框架，有可能产生有助于解决各学科和环境中系统性种族主义问题的知识。这一合作项目由STEM教育种族平等项目(EHR种族平等)提供资金。该计划支持研究和实践项目，调查种族平等因素如何影响科学、技术、工程和数学(STEM)教育和劳动力的改善。获奖项目寻求集中受STEM企业内部系统性不平等影响最大的个人、社区和机构的声音、知识和经验。该计划符合NSF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。EHR种族公平的资金从整个EHR的项目中汇集起来，以表彰其项目与理事会四个部门的集体研发推动力的一致性。这一奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。