A Synthesis of Approaches to Equity, Belonging, and Broadening Participation in Museums and Makerspaces

博物馆和创客空间的公平、归属感和扩大参与方法综合

• 批准号: 2313981
• 负责人: KT Todd
• 金额: $ 49.49万
• 依托单位: Children's Museum of Pittsburgh
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2024
• 资助国家: 美国
• 起止时间: 2024-01-01 至 2025-12-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2313981&HistoricalAwards=false
• 关键词: Synthesis; Approaches; Equity; Belonging; Broadening

Despite a long history of considering and attempting to address issues of diversity, equity, accessibility, and inclusion, visitor-serving organizations such as museums, botanical gardens, and zoos tend to serve disproportionately white, able-bodied, and high-income audiences. Traditionally, efforts to address this challenge have focused on reducing barriers (cost, transportation, etc.) in order to get more people to participate in informal science learning experiences. In recent years, the field has begun to call for equity-oriented and anti-oppressive approaches that question not only who participates but how informal science learning can be re-designed to center the needs and interests of people whose experiences are marginalized in STEM fields. While this shift is promising, the learning tends to be isolated in identity-focused silos. For example, people addressing racial inequities are not often engaged with research about making informal science more accessible for people with disabilities. In this project, the Children's Museum of Pittsburgh in partnership with EdTogether, Spelman College, and the Warner School of Education at the University of Rochester will bring together these distinct domains of learning by working with youth and practitioners to conduct a systematic review of equity and belonging work in informal science learning. The review will generate insights about how project teams talk about and enact equity and belonging in their work and the project will produce resources that will support future projects to move beyond simplistic definitions of identity in order to holistically embrace learners' needs.This project will use a six-step synthesis process to review approximately 7,000 empirical sources about equity and belonging-focused informal science efforts in museums, makerspaces, botanical gardens, zoos, and other visitor-serving institutions. The research questions will investigate the implicit and explicit philosophies of equity and belonging in the field; the extent to which the field enacts anti-oppressive practices; the ways in which projects blend multiple anti-oppressive practices; and how equity and belonging-focused work has varied over time and context. This project will be a collaboration among established, professional researchers and participants in a Co-Research Fellowship program through which youth and adult practitioners will inform and engage in all stages of the research. Co-Research Fellows will also be co-producers of the project's efforts to initiate change to deepen the ways informal science integrates anti-oppressive lenses. This includes a charrette through which informal science professionals will consider the ways they can integrate the project learnings into ongoing structures for change; a journal article; conference sessions; and a practitioner-oriented mini-book that will share insights and tools for conducting integrative anti-oppressive work in the informal science field. The project's evaluation will offer guidance about how co-research can challenge notions of who can do research; extend visitors' and practitioners' exposure to existing informal science learning research; expand co-researchers' STEM and advocacy skills through participation in and decision-making about research; and enhance the relevance and validity of the research process and findings through alignment with practitioner and visitor needs.This Synthesis project is funded by the Advancing Informal STEM Learning (AISL) program, which supports projects that: (a) contribute to research and practice that considers informal STEM learning's role in equity and belonging in STEM; (b) promote personal and educational success in STEM; (c) advance public engagement in scientific discovery; (d) foster interest in STEM careers; (e) create and enhance the theoretical and empirical foundations for effective informal STEM learning; (f) improve community vibrancy; and/or (g) enhance science communication and the public's engagement in and understanding of STEM and STEM processes.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.

尽管长期以来一直在考虑和尝试解决多样性、公平性、可访问性和包容性问题，但博物馆、植物园和动物园等游客服务组织往往不成比例地服务于白色、身体健全和高收入的观众。传统上，应对这一挑战的努力集中在减少障碍（成本、运输等）上。让更多的人参与到非正式的科学学习中来。近年来，该领域已经开始呼吁以公平为导向和反压迫的方法，不仅质疑谁参与，而且质疑如何重新设计非正式科学学习，以满足那些在STEM领域被边缘化的人的需求和利益。虽然这种转变是有希望的，但学习往往是孤立的，集中在以身份为中心的筒仓中。例如，致力于解决种族不平等问题的人往往不参与有关使残疾人更容易获得非正式科学的研究。在这个项目中，匹兹堡儿童博物馆与EdTogether、Spelman学院和罗切斯特大学华纳教育学院合作，将通过与青年和从业者合作，对非正式科学学习中的公平和归属工作进行系统审查，将这些不同的学习领域汇集在一起。审查将产生关于项目团队如何在工作中讨论和实施平等和归属感的见解，该项目将产生资源，支持未来的项目超越简单的身份定义，以全面满足学习者的需求。000个经验来源，关于博物馆、创客空间、植物园、动物园和其他游客服务机构中以公平和尊重为重点的非正式科学工作。研究问题将调查该领域的公平和归属的隐性和显性哲学;该领域制定反压迫做法的程度;项目融合多种反压迫做法的方式;以及公平和以福利为重点的工作如何随着时间和背景而变化。该项目将是建立，专业研究人员和参与者在共同研究奖学金计划，通过青年和成人从业者将告知和参与研究的各个阶段之间的合作。联合研究员也将是该项目努力发起变革的共同制片人，以深化非正式科学整合反压迫镜头的方式。这包括一个charrette，通过它，非正式的科学专业人士将考虑他们可以将项目学习整合到正在进行的变革结构中的方式;期刊文章;会议;和一本面向咨询师的迷你书，将分享在非正式科学领域进行综合反压迫工作的见解和工具。该项目的评价将提供指导，说明共同研究如何能够挑战谁可以进行研究的概念;扩大来访者和从业人员对现有非正式科学学习研究的接触;通过参与研究和决策，扩大共同研究人员的STEM和宣传技能;并通过与从业者和访问者的需求保持一致来增强研究过程和研究结果的相关性和有效性。由推进非正式STEM学习（AISL）计划资助，该计划支持以下项目：（a）促进研究和实践，考虑非正式STEM学习在STEM中的公平和归属感;（B）促进STEM中的个人和教育成功;（c）促进公众参与科学发现;（d）培养对STEM职业的兴趣;（e）促进STEM职业的发展。（e）为有效的非正式STEM学习建立和加强理论和经验基础;（f）提高社区活力;和/或（g）加强科学传播和公众参与和理解STEM和STEM过程。该奖项反映了NSF的法定使命，通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。