Collaborative Research: Using Complex Systems Theory and Methods to Gauge the Gains and Persisting Challenges of Broadening Participation Initiatives

在过去的几十年里，人们对扩大参与计划（BPI）进行了大量投资，旨在增加边缘群体对工程的参与。然而，影响 BPI 成功的因素太多，而且 BPI 面临的持续挑战使对其影响的强有力把握变得复杂。如果不了解 BPI 的有效性，就会限制其进行制度变革的潜力。 BPI 通常在高等教育机构内实施，高等教育机构是复杂的系统，多人和因素之间存在复杂的动态交互。因此，为了衡量 BPI 的影响，有必要采用承认这种动态复杂性的系统方法。该项目采用两种行之有效的复杂系统方法，为利用 BPI 对高等教育机构的影响带来理论和实践价值：（1）定性比较分析（QCA），以创建导致 BPI 目标结果的复杂动态和不同因素配置的综合理论模型； (2) 系统动力学建模 (SDM)，以完善 BPI 目标的驱动因素和障碍理论。该项目的研究成果包括完善制度变革理论，以推动女性工程教师的发展，并确定可促进女性成功的障碍和领域。这个两阶段项目的目标是（1）测试 QCA 和 SDM 完善制度变革理论的能力，以及（2）在将定性证据转化为定量绩效指标方面进行创新，以支持 BPI 影响的复杂系统建模。该项目重点关注一个成熟的 BPI 典范案例：影响工程领域女性教师成功的 ADVANCE 举措。在第一阶段，Acker 的不平等制度将被用作理论框架，公开数据将从 15 个早期 ADVANCE 受资助者的研究一 (R1) 机构和 15 个非早期受资助者的类似机构收集。通过内容分析和话语分析，将定性数据转化为定量措施。 QCA 模型可以识别导致与女性（尤其是有色人种女性）招聘和保留相关结果的不同理论路径。在第二阶段，ADVANCE影响理论将通过SDM进一步完善。首先，通过对第一阶段选定机构子集的女性教职人员和管理人员进行访谈收集的定性数据，确定因果循环图（CLD）所示的系统动态；其次，通过在焦点小组中进行基于组的建模来丰富和加强已开发的 CLD。该项目的研究成果将包括（1）完善的制度变革理论，以提高工程领域女性教师的地位，包括潜在的新的和已确认的因果关系，以及识别女性成功的持续障碍和杠杆点，（2）将定性数据转化为定量绩效指标的方法创新，以及使用复杂的系统方法来研究制度变革。该项目的成果将通过网络研讨会、虚拟研讨会以及参加相关峰会和会议的方式与从业者分享，特别是那些吸引 ADVANCE 社区（例如 AIM 和 ARC）以及工程网络中的女性（例如 WEPAN）的峰会和会议。该项目得到了 NSF 的 EDUCore Research (ECR) 计划的支持。 ECR 项目强调基础 STEM 教育研究，产生该领域的基础知识。投资针对重要、广泛和持久的关键领域：STEM 学习和 STEM 学习环境、扩大 STEM 参与以及 STEM 劳动力发展。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。

During the last decades, there have been significant investments in Broadening Participation Initiatives (BPIs) aimed to increase the participation of marginalized groups in engineering. Yet the plethora of factors that influence the success of BPIs and persistent challenges faced by BPIs complicate a strong grasp of their impact. Not understanding the aspects that make BPIs effective, limits their potential for institutional change. BPIs are often implemented within higher education institutions, which are complex systems with intricate dynamic interactions among multiple people and factors. Therefore, to gauge the impact of BPIs it is necessary to adopt systems approaches that acknowledge such dynamic complexity. This project adopts two well-established complex systems methods to bring theoretical and practical value to harness the impact of BPIs in higher education institutions: (1) Qualitative Comparative Analysis (QCA) to create a comprehensive theoretical model of the complex dynamics and distinct configurations of factors that lead to the outcomes targeted by a BPI; and (2) Systems Dynamics Modeling (SDM) to refine the theory of drivers and barriers to the BPI goals. The research outcomes of this project include the refinement of institutional change theories that advance women faculty in engineering and identify barriers and areas that can be leveraged for women’s success.The goals of this two-phase project are to (1) test the capabilities of QCA and SDM in refining theories for institutional change, and (2) innovate in the translation of qualitative evidence into quantitative performance measures that could support the complex system modeling of BPIs impact. This project focuses on an exemplary, well-established BPI case: the ADVANCE initiatives to influence the success of women faculty in engineering. In phase 1, Acker’s Inequality Regimes will be used as a theoretical framework, and publicly available data will be collected from 15 research one (R1) institutions that were early ADVANCE grantees and 15 comparable institutions that were not. Qualitative data will be transformed into quantitative measures through content analysis and discourse analysis. QCA models could identify the different theoretical paths leading to outcomes related to the recruitment and retention of women, particularly women of color. In phase 2, the theory of ADVANCE impact will be further refined through SDM. First, by identifying dynamics in the system illustrated in Causal Loop Diagrams (CLDs) through qualitative data collected from interviews with women faculty and administrators from a subset of the selected institutions in phase 1; and second, by enriching and strengthening the developed CLDs through Group Based Modeling performed in focus groups. The research outcomes of this project will include (1) refined theories of institutional change for the advancement of women faculty in engineering, including potentially new and confirmed causal relationships, as well as identification of persisting barriers and points of leverage for women’s success, (2) methodological innovations in translating qualitative data to quantitative performance measures, and the use of complex systems methods to study institutional change. The project results will be shared with practitioners through webinars, virtual workshops, and participation in relevant summits and conferences, in particular those appealing to the ADVANCE community, such as AIM and ARC, as well as women in engineering networks, such as WEPAN.This project is supported by NSF's EDUCore 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.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.