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.

这个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专业的持久性和矩阵。中断被定义为明显和微妙的外部行为以及内部对话和决策，导致焦点，动力和信心丧失，并需要时间反弹。每个中断都需要资源反弹（例如时间），但是持续的中断会影响黑人妇女反弹和持续存在的能力。进行的研究以遇到这些中断的黑人妇女的声音为中心，将产生重新设计的机构和其他结构性因素的新见解，这些因素通常是STEM专业的持久性和成功的障碍。研究设计官员是纵向的混合方法设计，其中一项涉及45名在Georgia中跨过三所大学的STEM专业的黑人女性。通过访谈，焦点小组，音频日记以及使用调查方法收集定量数据的使用，研究小组打算为STEM中的黑人女性开发中断框架。该框架的目标包括：（a）定义中断，（b）确定与持久意图有关的中断结构，以及（c）确定权力领域与本科黑人在STEM中的黑人妇女中断之间的关系。概念框架具有产生知识的潜力，有助于解决跨学科和环境的系统性种族主义。该协作项目是通过STEM教育计划（EHR种族平等）的种族平等资金来资助的。该计划支持研究和实践项目，这些项目研究了对种族资产的考虑如何改善科学，技术，工程和数学（STEM）教育和劳动力。授予的项目旨在将个人，社区和机构的声音，知识和经验集中在STEM企业中最受系统性不平等影响。该计划与NSF的核心价值保持一致，即支持来自全国各种人口群体，地区和组织类型的杰出研究人员和创新思想家。 EHR种族平衡的资金是由EHR各个计划汇总的，以表彰其项目与该局四个部门的集体研究和发展力量的一致性。该奖项反映了NSF的法定任务，并被认为是通过基金会的知识分子优点和广泛影响的评估来通过评估来获得的支持。