Transfer Advocacy Groups: Transforming Culture to Support Community College Transfer Students of Color in Undergraduate Physics

转学倡导团体：转变文化以支持社区学院本科物理有色人种转学生

• 批准号: 2224295
• 负责人: Vashti Sawtelle
• 金额: $ 165.97万
• 依托单位: Michigan State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-05-01 至 2028-04-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2224295&HistoricalAwards=false
• 关键词: Transfer; Advocacy; Groups; Transforming; Culture

Over the past decade nearly half of all post-secondary students of color have attended community colleges. This project is a collaboration of two institutions, San Jose State University and Michigan State University. The project aims to address the urgent need to support community college transfer students of color in science, technology, engineering, and mathematics (STEM) fields by transforming the receiving baccalaureate granting institutions. Changing this racialized transfer function requires understanding and transforming the institutional culture around transfer in STEM at both the sending and receiving institutions. By partnering with transfer students of color as design partners, the goal of this project is to craft support for new-to-campus transfer students of color in STEM by engaging in university institutional change efforts.This project will create Transfer Advocacy Groups (TAGs) which are collaborations of faculty, students, and advisors working to implement interventions to support transfer students of color in STEM and promote a transfer receptive culture. The project focuses on transfer students of color majoring in physics as well as students of color taking introductory physics classes at both institutions. The scope of the project includes documenting the experiences of transfer students of color, a population that is largely absent from the literature on racialized experiences in undergraduate STEM. The data collected will allow the lived experience and perspectives of transfer students of color to be centered in the work of the TAGs and provides an understanding of the extent to which institutional change addresses their needs and realities. Analyses of research conducted in collaboration with transfer students of color as well as research with respect to institutional policies and practices will inform the work of the TAGs at each institution. TAGS will collaborate with key stakeholders to implement changes in the universities. Through these activities, the project aims to transform culture at both departmental and college levels so it is more transfer-receptive and supportive others partnering with transfer students of color on institutional change efforts. This collaborative project is funded through the Racial Equity in STEM Education program (EDU 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. Programs across EDU contribute funds to the Racial Equity program in recognition of the alignment of its projects with the collective research and development thrusts of the four divisions of the directorate. This collaborative project is co-funded through the Division of Physics. The Division of Physics (PHY) supports physics research and the preparation of future scientists in the nation’s colleges and universities across a broad range of physics disciplines that span scales of space and time from the largest to the smallest and the oldest to the youngest.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.

在过去的十年中，近一半的有色人种中学后学生参加了社区大学。这个项目是两个机构的合作，圣何塞州立大学和密歇根州立大学。该项目旨在通过改造接收学士学位授予机构，解决支持社区学院在科学，技术，工程和数学（STEM）领域的有色人种转学生的迫切需要。改变这种种族化的转移功能需要理解和改变发送和接收机构围绕STEM转移的机构文化。通过与有色人种转学生作为设计合作伙伴，该项目的目标是通过参与大学制度变革工作，为STEM领域新入学的有色人种转学生提供支持。该项目将创建转学倡导小组（TAG），由教师、学生、和顾问致力于实施干预措施，以支持有色人种学生在STEM和促进转让接受文化。该项目的重点是物理专业的有色人种学生以及在这两个机构上物理入门课的有色人种学生。该项目的范围包括记录有色人种转学生的经历，这一人群在本科STEM种族化经历的文献中基本上没有。收集的数据将允许有色人种转学生的生活经验和观点集中在TAG的工作中，并提供对机构变革解决其需求和现实的程度的理解。与有色人种转学生合作进行的研究分析以及关于机构政策和做法的研究将为每个机构的TAG工作提供信息。TAGS将与主要利益相关者合作，在大学中实施变革。通过这些活动，该项目旨在改变部门和大学层面的文化，使其更容易接受和支持其他人与有色人种的转学生合作进行制度变革。这个合作项目是通过STEM教育计划种族平等（EDU种族平等）资助的。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。获奖项目旨在集中STEM企业内受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的核心价值观，即支持来自全国人口群体，地区和组织类型多样性的优秀研究人员和创新思想家。整个EDU的方案为种族平等方案提供资金，以表彰其项目与董事会四个部门的集体研究和开发目标的一致性。 这个合作项目是通过物理司共同资助。物理系（PHY）该奖项旨在支持物理学研究，并为美国各学院和大学的未来科学家做好准备，这些科学家跨越从最大到最小，从最老到最年轻的空间和时间尺度。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进行评估，被认为值得支持的搜索.