Engineering Societies and the Lived Experiences of Marginalized Aspirants: (Re)imaging Inclusion

工程学会和边缘化有抱负者的生活经历：（重新）想象包容性

• 批准号: 2222482
• 负责人: Kayla Maxey
• 金额: $ 30万
• 依托单位: Drexel 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: 2022-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2222482&HistoricalAwards=false
• 关键词: Engineering; Societies; Lived; Experiences; Marginalized

This award is funded in whole or in part under the American Rescue Plan Act of 2021 (Public Law 117-2).The United States continues to struggle with achieving diversity in science, technology, engineering, and mathematics (STEM) fields. To address this challenge, U.S. STEM education has seen an increase in programs designed to broaden the participation of students from marginalized communities. A number of these programs aim to support the success of individual students but leave out examinations of the larger, social barriers to STEM participation. For example, engineers who are Black, Indigenous, People of Color, or gender diverse often describe engineering classrooms and workplaces as difficult and unwelcoming. In engineering fields, professional societies can provide an additional layer of support where identity difference is expected, acknowledged, and celebrated. This study is designed to examine connections between the lived experiences of diverse individuals, the engineering profession, and contemporary diversity programming. As the U.S. science, technology, engineering, and mathematics (STEM) education sector continues to grapple with the challenges of advancing diversity, equity, and inclusion in academic and employment sectors, these sectors have experienced rapid increases in broadening participation efforts over recent decades. These efforts have aspired to multiple outcomes including increased access, belonging, and retention of students from marginalized communities. However, these efforts focus largely on the experiences of individual students and have left systemic barriers, such as inequitable distributions of resources and discriminatory cultures, less well studied. In engineering fields, professional societies including the National Society of Black Engineers, Society of Women Engineers, and American Indian Science and Education Society serve as centers of empowerment, belonging, mentoring, and development where identity difference is understood, acknowledged, and celebrated. The PI will conduct a series of case studies to address two research questions: (Q1) What roles have engineering societies played in the delineation of racial, ethnic, and gender ideologies of engineering?; and (Q2) How do engineering societies influence the lived experiences of engineering aspirants and professionals of marginalized communities? The study is designed to examine the intentions and impacts of engineering societies to characterize the relationship between the lived experiences of individuals, academic and industry structures, and contemporary diversity, equity, and inclusion programming. The project will augment ongoing research through the Engineering PLUS Alliance's Continuous Improvement Data, Evaluation, and Research (CIDER) unit, an NSF INCLUDES funded initiative. The project responds to the STEM Education Postdoctoral Research Fellowship (STEM Ed PRF) program that aims to enhance the research knowledge, skills, and practices of recent doctorates in STEM, STEM education, education, and related disciplines to advance their preparation to engage in fundamental and applied research that advances knowledge within the field.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.

该奖项全部或部分由《2021年美国救援计划法案》（公法117-2）资助。美国继续努力实现科学、技术、工程和数学（STEM）领域的多样性。为了应对这一挑战，美国STEM教育增加了旨在扩大边缘化社区学生参与的项目。其中一些项目旨在支持个别学生的成功，但忽略了对STEM参与的更大的社会障碍的检查。例如，黑人、土著、有色人种或性别多样的工程师经常将工程教室和工作场所描述为困难和不受欢迎。在工程领域，专业协会可以提供额外的支持层，其中身份差异是预期的，承认和庆祝。 本研究旨在研究不同个体的生活经历，工程专业和当代多样性规划之间的联系。随着美国科学，技术，工程和数学（STEM）教育部门继续努力应对学术和就业部门推进多样性，公平性和包容性的挑战，这些部门在近几十年来在扩大参与方面取得了快速增长。这些努力期望取得多重成果，包括增加边缘化社区学生的入学机会、归属感和保留率。然而，这些努力主要侧重于个别学生的经历，而对系统性障碍，如资源分配不公平和歧视性文化的研究较少。在工程领域，包括全国黑人工程师协会、女工程师协会和美国印第安人科学和教育协会在内的专业协会是增强权能、归属感、指导和发展的中心，在那里，身份差异得到理解、承认和庆祝。PI将进行一系列案例研究，以解决两个研究问题：（Q1）工程学会在划分种族，民族和性别工程意识形态方面发挥了什么作用？以及（Q2）工程学社团如何影响边缘化社区的工程学有志者和专业人士的生活经历？ 该研究旨在研究工程社会的意图和影响，以表征个人，学术和行业结构，以及当代多样性，公平性和包容性编程之间的关系。 该项目将通过工程加联盟的持续改进数据，评估和研究（CIDER）单位，一个NSF包括资助的倡议，加强正在进行的研究。该项目响应STEM教育博士后研究奖学金（干艾德PRF）计划，旨在提高研究知识，技能，并在干，干教育，教育，该奖项反映了NSF的法定使命，并被认为是值得支持的，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。