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

历史黑人学院和大学本科项目(HBCU-UP)通过扩大STEM教育项目的参与研究(BPR)，支持开发、实施和研究与STEM本科教育中代表性不足群体的参与和成功相关的新的理论驱动模式和创新。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群体的招聘、留住和成功。鲍伊州立大学的这一项目旨在研究P-12社会-情绪学习(SEL)教育政策及其对STEM教育公平的潜在影响。研究人员计划进行政策分析和定性访谈，最终提出建议，为州一级的政策提供信息，重点是确保STEM教育和黑人学生的SEL方面的公平和卓越。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支持黑人学生社会情感学习的教育政策，并推动地区层面的实施，以实现公平的STEM教育？为了解决这一问题，将对州和地区的社会情感学习教育和STEM政策进行定性文件分析研究，并进行专题分析。这项研究有五个目标：(1)进行州和地区层面的政策分析，以评估公平和变革性SEL(TSEL)；(2)检查州SEL政策如何与学区政策相一致；(3)了解州和区政策如何为将TSEL纳入STEM课程提供指导；(4)了解促成或阻止TSEL融入STEM课程的因素；以及(5)为STEM和SEL政策知识库做出贡献，提出具体建议，以确保黑人学生在STEM及其他地方茁壮成长。这项工作有可能扩大关于社会情感学习政策中的公平的知识，提供关于社会情感学习政策如何与STEM政策中的州标准相交的理解，并记录州和地方教育机构之间的政策链接(或缺失链接)，这些政策链接(或缺失链接)对于塑造STEM教育以确保所有学生，特别是黑人学生的成功至关重要。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。

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.