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.

该合作项目将研究中断对黑人女性大学 STEM 经历以及她们在 STEM 专业的坚持和入学的影响。干扰被定义为明显和微妙的外部行为以及内部对话和决策，导致失去焦点、动力和信心，需要时间恢复。每次中断都需要资源来恢复（例如时间），但随着时间的推移，持续的中断会影响黑人女性恢复和坚持 STEM 的能力。以经历这些中断的黑人女性的声音为中心进行研究，将为重新设计制度和其他结构性因素带来新的见解，这些因素往往成为 STEM 专业坚持和成功的障碍。研究设计需要纵向、混合方法设计，其中他们跟踪了佐治亚州三所大学的 45 名 STEM 专业黑人女性。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，研究团队打算为黑人女性在 STEM 中开发一个中断框架。该框架的目标包括：(a) 定义中断，(b) 确定与坚持意图相关的中断结构，以及 (c) 确定 STEM 黑人女性本科生的权力领域与中断经历之间的关系。创建清晰的干扰定义和强大的概念框架有可能产生有助于解决跨学科和环境的系统性种族主义的知识。该合作项目由 STEM 教育中的种族平等计划（EHR 种族平等）资助。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。获奖项目力求集中受 STEM 企业内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 的核心价值观，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 种族平等的资金来自 EHR 的各个项目，以表彰其项目与该理事会四个部门的集体研究和开发主旨的一致性。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力优点和更广泛的影响审查标准进行评估，被认为值得支持。