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.

构思一种基于社区的模式，加强黑人男性学生的招聘、参与和向STEM教学角色的过渡，同时留住和提升黑人男性教师，对于解决他们在教师职业生涯中的重要和历史上不成比例的代表性至关重要。该项目探索了阻碍黑人男性学生攻读STEM专业的系统性障碍，并采取了注重力量的方法来培养一大批黑人男性STEM教师。该项目将通过开发概念和方法框架来促进基础性知识，这些框架询问STEM教师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子的可能性。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)及其各种行业和社区合作伙伴之间真正的伙伴关系所做的努力，以增加专上学校和专业机构中的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制定分层方法，在STEM教育中招收和留住黑人男孩和男性。通过混合方法设计，该项目通过各种方案努力调查黑人男性学生从中学到STEM教师职业的途径。努力包括以社区为中心的外展，为本科生提供早期临床教学经验，以及为参与STEM的教师和导师提供专业发展。这一多机构让黑人男孩和男性参与STEM的整个职业道路，关注与STEM教育中黑人男孩和男性的种族主义经历有关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募、发展、自然减员、留住和晋升；以及2)STEM教育项目中黑人男性学生的个人和集体种族主义经历如何为招募黑人中学男孩成为STEM教师提供基于证据的战略。此外，它揭示了黑人男性学生的黑人男性导师对STEM教育和职业道路的影响。该项目由STEM教育种族平等项目(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。