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.

该奖项的全部或部分资金来自《2021年美国救援计划法案》(公法117-2)。美国仍在努力实现科学、技术、工程和数学(STEM)领域的多元化。为了应对这一挑战，美国STEM教育增加了旨在扩大边缘社区学生参与的项目。许多这样的项目旨在支持个别学生取得成功，但忽略了参与STEM的更大的社会障碍的考试。例如，黑人、土著、有色人种或性别多元化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，专业协会可以在预期、承认和庆祝身份差异的地方提供额外的一层支持。这项研究旨在检验不同个人、工程专业和当代多样性编程之间的生活经验之间的联系。随着美国科学、技术、工程和数学(STEM)教育部门继续努力应对在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经历了扩大参与努力的快速增长。这些努力取得了多方面的成果，包括增加对边缘化社区学生的入学、归属感和留住。然而，这些努力主要集中在学生个人的经历上，留下了系统性障碍，如资源分配不公和歧视性文化，研究得较少。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作为赋权、归属感、指导和发展的中心，在那里理解、承认和庆祝身份差异。国际工程学会将进行一系列案例研究，以解决两个研究问题：(Q1)工程学会在描述工程的种族、民族和性别意识形态方面扮演了什么角色？(Q2)工程学会如何影响边缘社区的工程志向者和专业人员的生活经历？这项研究旨在考察工程学会的意图和影响，以表征个人的生活经验、学术和行业结构与当代多样性、公平性和包容性规划之间的关系。该项目将通过工程加联盟的持续改进数据、评估和研究(苹果酒)部门来加强正在进行的研究，这是一项NSF包括资助的倡议。该项目响应STEM教育博士后研究奖学金(STEM Ed PRF)计划，该计划旨在提高STEM、STEM教育、教育和相关学科的新近博士的研究知识、技能和实践，以促进他们从事基础和应用研究，促进该领域知识的进步。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。