Broadening Participation Research Project: How Social-Emotional Learning (SEL) State Policy Influences STEM Education: Examining Equity, Investigating Implementation

扩大参与研究项目：社会情感学习 (SEL) 国家政策如何影响 STEM 教育：审查公平性、调查实施情况

• 批准号: 2205573
• 负责人: Ashley Griffin
• 金额: $ 34.97万
• 依托单位: Bowie State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-08-15 至 2025-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2205573&HistoricalAwards=false
• 关键词: Broadening; Participation; Research; Project; How

The Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) through Broadening Participation Research (BPR) in STEM Education projects supports the development, implementation, and study of new theory-driven models and innovations related to the participation and success of underrepresented groups in STEM undergraduate education. It is expected that the award will further the faculty member's research capability, as well as improve the recruitment, retention, and success of underrepresented groups in STEM education and the workforce. This project at Bowie State University seeks to examine P-12 social-emotional learning (SEL) education policy and its potential impact on equity in STEM Education. The researchers plan to conduct policy analyses and qualitative interviews culminating in recommendations to inform state-level policy focused on ensuring equity and excellence in STEM Education and SEL for Black students. Moreover, the recommendations will offer ways to implement policies that promote equity in STEM.This project has one overarching research question: To what extent do states implement education policy that supports Black student social-emotional learning and drive district-level implementation toward equitable STEM education? To address this question, a qualitative document analysis study of state and district social-emotional learning education and STEM policies, as well as a thematic analysis will be conducted. This study has five objectives: (1) to conduct a state and district-level policy analysis to assess equity and SEL (Transformative SEL (TSEL)); (2) to examine how state SEL policy aligns with school district-level policy; (3) to understand how state and district policy provides guidance on the implementation of TSEL into the STEM curriculum; (4) to understand the factors that contribute to or prohibit the integration of TSEL into STEM curriculum; and (5) to contribute to the STEM and SEL policy knowledge base with concrete recommendations geared toward ensuring Black students thrive in STEM and beyond. This work has the potential to expand knowledge about equity in social-emotional learning policy, provide an understanding of how social-emotional learning policy intersects with state standards in STEM policy, and document policy links (or missing links) between state and local education agencies that are essential for shaping STEM education to ensure all students, and particularly Black students, thrive.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.

通过扩大参与研究（BPR）在STEM教育项目中的历史黑人学院和大学本科生计划（HBCU-UP）支持开发，实施和研究与STEM本科教育中代表性不足的群体的参与和成功相关的新理论驱动的模型和创新。预计该奖项将进一步提高教师的研究能力，并改善STEM教育和劳动力中代表性不足的群体的招聘，保留和成功。鲍伊州立大学的这个项目旨在研究P-12社交情感学习（SEL）教育政策及其对STEM教育公平性的潜在影响。研究人员计划进行政策分析和定性访谈，最终提出建议，以告知州一级的政策，重点是确保黑人学生在STEM教育和SEL中的公平和卓越。此外，这些建议将提供实施促进STEM公平的政策的方法。该项目有一个首要的研究问题：各州在多大程度上实施教育政策，支持黑人学生的社会情感学习，并推动地区一级的实施，以实现公平的STEM教育？为了解决这个问题，将进行州和地区社会情感学习教育和STEM政策的定性文件分析研究，以及专题分析。 本研究有五个目标：（1）进行州和地区一级的政策分析，以评估公平性和SEL（转型SEL（TSEL））;（2）检查州SEL政策如何与学区一级政策保持一致;（3）了解州和地区政策如何为TSEL实施到STEM课程提供指导;（4）了解有助于或禁止TSEL融入STEM课程的因素;（5）为STEM和SEL政策知识库做出贡献，并提出具体建议，以确保黑人学生在STEM及其他领域茁壮成长。 这项工作有可能扩大有关社会情感学习政策公平性的知识，了解社会情感学习政策如何与STEM政策中的国家标准交叉，并记录政策联系州和地方教育机构之间（或缺失的环节），这对塑造STEM教育至关重要，以确保所有学生，特别是黑人学生，该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。