Planning: BPE TRACK 1: DISRUPTING RACIALIZED PRIVILEGE IN THE STEM CLASSROOM

规划：BPE 轨道 1：破坏 STEM 课堂上的种族化特权

• 批准号: 2234708
• 负责人: Kelly Cross
• 金额: $ 9.98万
• 依托单位: Georgia Tech Research Corporation
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-01 至 2024-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2234708&HistoricalAwards=false
• 关键词: Planning; BPE; TRACK; DISRUPTING; RACIALIZED

Understanding whiteness and white supremacy as deeply ingrained in the past, present and future of U.S. higher education and, therefore, subverting these toxic systems is essential to creating a more equitable educational system. The goal of the project is to develop a series of STEM Justice online workshops to foster engagement and facilitate the building of an engineering community of practice committed to disrupting racialized privilege, and subsequently better prepared to challenge unequal access to resources and opportunities in engineering. Cultural norms and racialized economic disparities in the United States create an inequitable status quo, privileging whites and the concept of whiteness, while disenfranchising people of color. This project will increase competency and readiness for action by making visible how racialized inequity and privilege can minimize the participation of students with non-centered identities. The workshops developed in this project provides online tools and resources for STEM professionals to reflect on and respond to their own educational environment by developing an innovative pedagogical method, mode of delivery, and project to significantly impact the recruitment and retention of engineering faculty. The STEM faculty and professional development will address calls from the National Academies of Science, Engineering, and Medicine to improve students' experiences. This project supports the transformation of the engineering culture to prioritize diversity, equity and inclusion and can have a long-term impact on expanding the STEM work force by disrupting and preventing opportunity loss due to systems of white supremacy. Overall, the project aligns with NSF Broadening Participation funding program.Four, one-hour recorded modules that will include all handouts and support material necessary to enhance participant learning and achieve three learning outcomes (LO) will be developed. LO 1: Each participant will be able to define, compare, and contrast a collection of core critical terms associated with each module. LO 2: Each participant will be able to articulate how the critical aspect of each module is relevant to their specific individual context, and with a specific focus on the interpersonal, institutional, and social power dynamics at play. LO 3: Each participant will be able to develop a plan to actively respond in an equity-sustaining way to their specific individual context based on the provided module resources. Following the plan for dissemination, recruitment, training, and follow-up with participants this proposal will initiate a national conversation about addressing racial inequity and white supremacy in the STEM profession and classroom. The outcomes from this proposal will advance knowledge and produce an asynchronous teaching tool to educate STEM professionals to define and develop personalized approaches to manage implicit, explicit, environmental, and pedagogical aspects of racialized privilege in their STEM classroom. The online resource give access to STEM professionals beyond the team’s current professional networks where colleagues can proceed through the content at their own pace, rather than be constrained to the limited workshop time allotment during a professional society conference. By developing specific practices that can foster healing and sustained equity pedagogies, to improve the experiences of STEM students with non-centered identities by exposing STEM faculty beyond the American Society for Engineering Education conference to content and equity sustaining pedagogical tools. Finally, workshops will empower STEM faculty and administrators who want to address racial inequity but do not have the knowledge or resources to make change in their own educational environment.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.

了解白人和白人至上主义在美国高等教育的过去、现在和未来中根深蒂固，因此，颠覆这些有毒系统对于创建更公平的教育体系至关重要。该项目的目标是开发一系列 STEM Justice 在线研讨会，以促进参与并促进工程实践社区的建设，致力于破坏种族化特权，从而更好地准备挑战工程领域资源和机会的不平等。 美国的文化规范和种族化经济差异造成了不公平的现状，赋予白人特权和白人概念，同时剥夺了有色人种的权利。该项目将通过让人们了解种族化的不平等和特权如何最大限度地减少具有非中心身份的学生的参与来提高行动的能力和准备程度。该项目开发的研讨会为 STEM 专业人员提供在线工具和资源，通过开发创新的教学方法、交付模式和项目来反思和应对自己的教育环境，从而对工程教员的招聘和保留产生重大影响。 STEM 教师和专业发展将响应美国国家科学院、工程院和医学院的号召，改善学生的体验。该项目支持工程文化的转型，优先考虑多样性、公平性和包容性，并且可以通过破坏和防止白人至上制度造成的机会损失，对扩大 STEM 劳动力产生长期影响。总体而言，该项目符合 NSF 扩大参与资助计划。将开发四个一小时的录制模块，其中包括加强参与者学习和实现三个学习成果 (LO) 所需的所有讲义和支持材料。 LO 1：每个参与者将能够定义、比较和对比与每个模块相关的核心关键术语集合。 LO 2：每个参与者将能够阐明每个模块的关键方面如何与其特定的个人背景相关，并特别关注发挥作用的人际、制度和社会权力动态。 LO 3：每个参与者将能够根据提供的模块资源制定一项计划，以公平维持的方式积极应对其具体的个人情况。根据传播、招募、培训和参与者跟进计划，该提案将发起一场全国对话，讨论解决 STEM 专业和课堂中的种族不平等和白人至上问题。该提案的成果将促进知识的发展并产生一种异步教学工具，以教育 STEM 专业人员定义和开发个性化的方法来管理 STEM 课堂中种族化特权的隐性、显性、环境和教学方面。该在线资源使团队当前专业网络之外的 STEM 专业人士能够接触到，同事们可以按照自己的节奏继续学习内容，而不是受到专业协会会议期间有限的研讨会时间分配的限制。 通过开发能够促进治愈和持续公平教学的具体实践，通过向美国工程教育协会会议之外的 STEM 教师展示内容和维持公平的教学工具，改善具有非中心身份的 STEM 学生的体验。最后，研讨会将为想要解决种族不平等问题但没有知识或资源来改变自己的教育环境的 STEM 教师和管理人员提供帮助。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。