From Black Boys to Men in a Multiyear STEM Education Intervention and Mixed Methods Research Project

多年 STEM 教育干预和混合方法研究项目中从黑人男孩到男性

• 批准号: 2201904
• 负责人: Julius Davis
• 金额: $ 399.8万
• 依托单位: Bowie 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: 2022-09-01 至 2027-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2201904&HistoricalAwards=false
• 关键词: Black; Boys; Men; Multiyear; STEM

Conceptualizing a community-based model that enhances the recruitment, engagement, and transition to STEM teaching roles for Black male students while retaining and advancing Black male teachers is critical to addressing their significant and historically disproportionate representation in teaching careers. The project explores systemic barriers that dissuade Black male students from pursuing STEM majors and takes a strength-focused approach to fostering a critical mass of Black male STEM teachers. This project will advance foundational knowledge by developing conceptual and methodological frameworks that interrogate the systemic barriers in the STEM teacher staffing challenge, while expanding the possibilities of motivating Black boys and men in STEM fields. This project leverages the work of authentic partnerships between academic institutions (Prince George's County Public Schools, Prince George’s County Community College and Bowie State University) and their various industry and community partners to increase the number of Black boys and men in postsecondary schools and professional settings. This applied study has the potential to impact how school systems, community colleges, and four-year universities work together to develop tiered approaches to recruiting and retain Black boys and men in STEM education.Through mixed methods designs, this project investigates Black male students’ STEM pathways from middle school to the STEM teaching profession through various programmatic efforts. Efforts include community-centered outreach, early clinical teaching experiences for undergraduate students, and professional development for participating STEM teachers and mentors. This multi-institutional engages Black boys and men in STEM from across the career path continuum, attends to many gaps in the research literature pertaining to racialized experiences of Black boys and men in STEM education, specifically: 1) how systemic racism impacts their recruitment, development, attrition, retention and advancement; and 2) how Black male students’ individual and collective racialized experiences in a STEM education program should inform evidence-based strategies for recruiting Black middle school boys to become STEM teachers. Further, it sheds light on the impact of Black men mentors of Black male students on STEM education and career pathways. This 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.

构思一个基于社区的模型，加强黑人男学生的招聘、参与和向 STEM 教学角色的过渡，同时保留和提升黑人男教师，对于解决黑人男教师在教学职业中的显着且历史上不成比例的代表性至关重要。该项目探讨了阻碍黑人男性学生攻读 STEM 专业的系统性障碍，并采取注重优势的方法来培养足够数量的黑人男性 STEM 教师。该项目将通过开发概念和方法框架来推进基础知识，质疑 STEM 教师人员配置挑战中的系统性障碍，同时扩大在 STEM 领域激励黑人男孩和男性的可能性。该项目利用学术机构（乔治王子县公立学校、乔治王子县社区学院和鲍伊州立大学）及其各个行业和社区合作伙伴之间真正的合作伙伴关系，以增加高等教育和专业环境中黑人男孩和男子的数量。这项应用研究有可能影响学校系统、社区学院和四年制大学如何合作开发分层方法来招募和保留黑人男孩和男性参与 STEM 教育。通过混合方法设计，该项目通过各种计划工作调查了黑人男性学生从中学到 STEM 教学职业的 STEM 路径。努力包括以社区为中心的外展活动、本科生的早期临床教学经验以及参与的 STEM 教师和导师的专业发展。这个多机构让黑人男孩和男性从整个职业道路连续体参与 STEM，关注有关黑人男孩和男性在 STEM 教育中的种族化经历的研究文献中的许多空白，特别是：1）系统性种族主义如何影响他们的招聘、发展、自然减员、保留和晋升； 2）黑人男性学生在 STEM 教育计划中的个人和集体种族化经历如何为招募黑人中学生成为 STEM 教师的循证策略提供依据。此外，它还揭示了黑人男学生的黑人导师对 STEM 教育和职业道路的影响。该项目由 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。