Collaborative Research: Increasing Inclusion and Equity of Minoritized STEM Faculty: Examining the Role of Epistemic Exclusion in Scholar(ly) Evaluation Practices

合作研究：增加少数 STEM 教师的包容性和公平性：检验认知排斥在学者评估实践中的作用

• 批准号: 2300165
• 负责人: Martinque Jones
• 金额: $ 42.11万
• 依托单位: University of North Texas
• 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: 2023-08-01 至 2028-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2300165&HistoricalAwards=false
• 关键词: Collaborative; Research; Increasing; Inclusion; Equity

The proposed project examines whether and how epistemic exclusion, a form of scholarly devaluation, is a barrier to the full inclusion and participation of women faculty and faculty of color in STEM. Epistemic exclusion occurs when disciplinary biases defining what STEM scholarship is valued are coupled with negative stereotypes about productivity and commitment of individuals based on their social identities to produce unfair evaluation processes. Because many faculty career outcomes (such as hiring, tenure, promotion, and leadership opportunities) are determined by research productivity metrics, research evaluation biases can impact interest, retention, and success in STEM research careers. The focus on scholarly work as a site of devaluation extends prior work on interpersonal forms of exclusion (e.g., social exclusion) in STEM education and research contexts. This knowledge is important for informing the development of individual and systemic level interventions to broaden participation in STEM.The study will: 1) examine whether the level of epistemic exclusion among STEM faculty varies depending on scholars’ identities and career stage; 2) determine how experiences of epistemic exclusion affect STEM faculty careers; and 3) examine how consequences of epistemic exclusion vary depending on STEM scholars’ identities and career stage. This project will survey of 1800 tenure track STEM faculty at U.S. R1 and R2 universities nationally and hold focus groups of a subsample surveyed. The focus groups will explore how epistemic exclusion is uniquely experienced, understood, and impactful by career stage (early, mid, senior). This work builds on prior work by the research team that developed and validated the Faculty Epistemic Exclusion (FEE) Scale. This research will make significant intellectual contributions including the exploration of a new area of study for researchers interested in issues of fairness and inclusion in STEM education and research environments. This project is supported by NSF's EHR Core Research (ECR) program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad, and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development. The program supports the accumulation of robust evidence to inform efforts to understand, build theory to explain, and suggest intervention and innovations to address persistent challenges in education.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.

拟议的项目检查是否以及如何认知排斥，一种科学定义的一种形式，是女性教师和有色人种在STEM中的全部包容和参与的障碍。当纪律处分偏见定义什么质量奖学金时，就会发生认知排斥，并根据其社会认同来产生不公平的评估过程，再加上关于生产力和个人承诺的负面刻板印象。由于许多教师职业成果（例如招聘，任期，晋升和领导机会）取决于研究生产力指标，因此研究评估偏见会影响STEM研究职业的兴趣，保留和成功。对科学工作作为定义站点的关注扩展了STEM教育和研究环境中的人际关系形式（例如社会排斥）的先前工作。这些知识对于告知个人和系统水平干预措施以扩大茎的参与很重要。 2）确定认知排斥的经历如何影响STEM教师职业； 3）检查认知排斥的后果如何取决于STEM学者的身份和职业阶段。该项目将调查全国R1和R2大学的1800个任期STEM教职员工，并持有接受调查的子样本的焦点小组。焦点小组将探讨认识论排斥如何在职业阶段（早期，中，高级）独特地经验，理解和影响力。这项工作是建立在研究团队先前工作的基础上，该研究团队开发并验证了教师认识排除（费用）量表。这项研究将做出重大的智力贡献，包括探索对对STEM教育和研究环境中公平和包容性问题感兴趣的研究人员的新研究领域。该项目得到了NSF的EHR核心研究（ECR）计划的支持。 ECR计划强调了基本的STEM教育研究，该研究在该领域产生了基础知识。投资是在重要，广泛和结束的关键领域进行的：STEM学习和STEM学习环境，扩大参与STEM以及STEM劳动力的发展。该计划支持积累强大的证据，以告知努力，以理解，建立理论来解释理论，并提出干预和创新，以应对教育中的持续挑战。该奖项反映了NSF的法定使命，并被认为是通过基金会的知识分子的智力优点和更广泛的影响来评估来支持支持的。