CAREER: An Asset-based Longitudinal and Intersectional Analysis of Black Women’s Experiences within Informal and Formal Engineering Education

职业：对黑人女性在非正式和正式工程教育中的经历进行基于资产的纵向和横向分析

• 批准号: 2143173
• 负责人: Trina Fletcher
• 金额: $ 54.74万
• 依托单位: Florida International 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: 2022-03-15 至 2027-02-28
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2143173&HistoricalAwards=false
• 关键词: CAREER; Asset; based; Longitudinal; Intersectional

As of 2017, Black women made up 7.2% of the college-age population but only 1% of engineering degree recipients. These alarming percentages represent a reversal of educational trends, which indicate that, for bachelor’s degree attainment, across all disciplines and ethnic groups, Black women are the most educated group compared to their male counterparts. From an asset-based standpoint, Black women who persist in engineering: (1) had representation in the form of mentors and role models, (2) had access to inclusive formal and/or informal STEM education and, (3) were in supportive organizational and institutional climates. Although research in these areas has increased, it has primarily been within formal settings. With children spending about 81.5% of their waking hours outside of formal education and underrepresented minorities (URMs) representing 61% of those students (24% of whom are Black), it’s imperative to further explore their experiences in these settings, especially longitudinally and, specifically within informal engineering educational settings. Given growing STEM workforce demands, national-level broadening participation efforts and the need to further understand the formation of Black women as engineers, this project will consist of the development of a longitudinal database with profiles of Black women who have completed engineering degrees and participated within an informal engineering program. Throughout this five-year CAREER proposal, Black women’s participation within the Summer Engineering Experience for Kids (SEEK) program, hosted by the National Society of Black Engineers (NSBE), and other experiences related to their educational journey, will be studied. Since 2017, over 5,000 mentor teachers and 20,000 students across the U.S. cities have participated in SEEK. In collaboration with NSBE, a three phased approach will be conducted. Phase I: development of a database with participant profiles using longitudinal demographic and survey data results. Phase II: qualitative interviews will be conducted with results added to participant profiles. Phase III: data from previous phases will be examined and validated through the support and guidance of external experts. Results will be shared with K-12, higher education and industry stakeholders through the education professional development. Using intersectionality, social and cultural capital, and anti-deficit achievement as theoretical frameworks, the following research questions will be answered: (RQ1) To what extent does participation within informal and formal engineering education develop over time to impact Black women’s formation as engineers towards degree completion? (RQ2) How do individual, institutional, and cultural factors within the interchange of informal and formal engineering education contribute to Black women’s formation as engineers and persistence in engineering degree programs? This project is transformative in that it will acknowledge the non-monolithic state of Black women (i.e. specific engineering degree obtained, cultural differences, age at degree completion, institution type attended, etc.) and experiences along their journeys. Second, in terms of the methods, leveraging large data sets from coeducational and single-sex, informal engineering sites to develop participant profiles within a single database and analyzing them longitudinally is a strategy that has not been done. Third, the theoretical framing with intersectionality as a base and with social and cultural capital through an asset-based approach is novel and transformative. Through the educational professional development, best practices found will advance research efforts and provide K-12, university and industry stakeholders with in-depth knowledge of tools that can be implemented through their programmatic efforts. Results will impact efforts to increase interest in, recruitment of and support for the persistence of Black women and girls in engineering education. Four dissemination workshops will allow asset-based results to be shared with an even broader, more diverse audience including organizations such as ASEE, SHPE, SWE, ACA, WEPAN, ACLU and professional engineering societies.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.

截至2017年，黑人女性占大学适龄人口的7.2%，但只占工程学学位获得者的1%。这些惊人的百分比代表着教育趋势的逆转，这表明，在所有学科和种族群体中，获得学士学位的黑人女性比男性受教育程度最高。从基于资产的观点来看，坚持工程学的黑人妇女：(1)有导师和榜样的形式，(2)有机会接受包容性的正规和/或非正式STEM教育，(3)处于支持性的组织和机构氛围中。虽然在这些领域的研究有所增加，但主要是在正式背景下进行的。由于孩子们醒着的时间大约有81.5%是在正规教育之外度过的，少数族裔(URM)占这些学生的61%(其中24%是黑人)，因此有必要进一步探索他们在这些环境中的经历，特别是纵向的，特别是在非正式的工程教育环境中。鉴于STEM劳动力需求的不断增长，国家一级扩大参与的努力，以及进一步了解黑人女性成为工程师的必要性，该项目将包括开发一个纵向数据库，其中包含已完成工程学学位并参加非正式工程计划的黑人女性的概况。在这份为期五年的职业建议书中，将研究黑人女性参与由全国黑人工程师协会(NSBE)主办的儿童夏季工程体验(SEEK)计划以及与她们的教育旅程相关的其他经验。自2017年以来，美国各城市已有超过5000名导师和2万名学生参与了Seek。将与NSBE合作，分三个阶段进行。第一阶段：利用纵向人口统计和调查数据结果，建立参与者概况数据库。第二阶段：将进行定性访谈，并将结果添加到参与者档案中。第三阶段：将在外部专家的支持和指导下审查和验证前几个阶段的数据。结果将通过教育专业发展与K-12、高等教育和行业利益相关者分享。使用交叉性、社会和文化资本以及反赤字成就作为理论框架，将回答以下研究问题：(RQ1)非正规和正规工程教育中的参与随着时间的推移发展到什么程度，以影响黑人女性成为工程师走向学位完成？(RQ2)在非正规和正规工程教育的交流中，个人、制度和文化因素如何促进黑人女性成为工程师并坚持工程学位课程？这个项目具有变革性，因为它将承认黑人妇女的非铁板一块的状态(即获得的具体工程学位、文化差异、完成学位时的年龄、所就读的机构类型等)。以及他们旅途中的经历。第二，就方法而言，利用来自男女同校和单一性别的非正式工程网站的大量数据集，在单一数据库中开发参与者档案，并对其进行纵向分析，这是一项尚未实施的战略。第三，以交叉性为基础，以社会和文化资本为基础，以资产为基础的理论框架是新颖和具有变革性的。通过教育专业发展，找到的最佳做法将推动研究工作，并为K-12、大学和行业利益攸关方提供可通过其方案努力实施的工具的深入知识。这些成果将影响增加对黑人妇女和女孩坚持接受工程教育的兴趣、招募和支持的努力。四个传播研讨会将允许更广泛、更多样化的受众分享基于资产的成果，包括ASEE、SHPE、SWE、ACA、WEPAN、ACLU和专业工程学会。该奖项反映了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。