Collaborative Research: Overcoming Isolation and Scholarly Devaluation by Bolstering the Collective Agency of Black Discipline-Based Education Researchers
合作研究:通过支持黑人学科教育研究人员的集体机构来克服孤立和学术贬值
基本信息
- 批准号:2315024
- 负责人:
- 金额:$ 37.84万
- 依托单位:
- 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:2023-09-15 至 2027-08-31
- 项目状态:未结题
- 来源:
- 关键词:
项目摘要
There is a growing need for scholars specializing in discipline-based education research (DBER) due to the importance of STEM in preparing the technical workforce and a science-literate citizenry. DBER is defined as a collection of related research fields (e.g., physics, biology, engineering, computer science) executing basic and applied research centered on education research questions anchored in the context of their specific field of study. The proposed project aims to advance understanding and mitigate the impact of systemic racism on the collective agency of Black scholars engaged in DBER focused on engineering and computer science. The project team conceptualizes systemic racism as the complex array of practices, policies, and systems of evaluation that contribute to the de facto segregation and scholarly devaluation of Black scholars. This combination of challenges presents obstacles for scholars working to maximize their potential impact as change agents within their disciplines. This project aims to examine how systemic racism restricts scholars' impact and shapes their individual and collective agency. The long-term goals of the project are to foster collaboration among STEM education researchers who are geographically dispersed across the country; build capacity for culturally-competent STEM education research and dissemination; enhance the visibility of the work done by Black scholars; and advocate for field-level changes to practices and policies that reinforce systemic racism.The main goal of this project is to advance understanding of the impact systematic racism has on the individual and collective agency of Black scholars engaged in DBER. The research team will use an asset-based, trauma-informed, community-oriented approach. First, the project team will collect, compile, analyze, and visualize data about the population of Black DBER scholars. Second, the project will interview a cross-generational subset of late-, mid-, and early-career Black scholars about the workplace challenges encountered during their professional journey and the tactics used to overcome them. Finally, the project will scaffold new collaborations between discipline-based education researchers through workshops focused on forming and sustaining productive research collaborations. This project is designed to expand prior literature about discipline-based education research to include substantial considerations of race or racism. The research design guiding this study will leverage and foster authentic partnerships among Black scholars engaged in DBER. This study design may also serve as a model for subsequent studies on collective agency. This collaborative project is funded through the Racial Equity in STEM Education activity (EDU Racial Equity). The activity 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 activity 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 activity in recognition of the alignment of its projects with the collective research and development thrusts of the four divisions of the directorate.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.
由于STEM在培养技术劳动力和科学素养公民方面的重要性,越来越需要专门从事学科教育研究(DBER)的学者。DBER被定义为相关研究领域的集合(例如,物理学、生物学、工程学、计算机科学)执行基础和应用研究,这些研究以其特定研究领域的教育研究问题为中心。拟议的项目旨在促进理解和减轻系统性种族主义对从事DBER的黑人学者集体机构的影响,重点是工程和计算机科学。该项目小组将系统性种族主义概念化为一系列复杂的做法,政策和评估系统,这些做法,政策和评估系统导致黑人学者事实上的隔离和学术贬值。这些挑战的结合为学者们提供了障碍,他们努力最大限度地发挥其作为学科内变革推动者的潜在影响。该项目旨在研究系统性种族主义如何限制学者的影响力,并塑造他们的个人和集体机构。该项目的长期目标是促进STEM教育研究人员之间的合作,这些研究人员在地理上分散在全国各地;建立文化能力STEM教育研究和传播的能力;提高黑人学者所做工作的可见度;为外地人代言,这一项目的主要目标是促进人们对种族主义影响的了解,系统的种族主义对从事DBER的黑人学者的个人和集体机构产生了影响。研究小组将采用基于资产、创伤知情、面向社区的方法。首先,项目团队将收集,编译,分析和可视化有关黑人DBER学者人口的数据。第二,该项目将采访一个跨世代的子集后期,中期和早期的职业生涯黑人学者在他们的职业生涯中遇到的工作场所的挑战和用来克服它们的策略。最后,该项目将通过专注于形成和维持富有成效的研究合作的研讨会,为基于学科的教育研究人员之间的新合作提供支架。该项目旨在扩大以前的文献关于学科为基础的教育研究,包括种族或种族主义的实质性考虑。指导这项研究的研究设计将利用和促进从事DBER的黑人学者之间的真实伙伴关系。这一研究设计也可以作为以后集体能动性研究的一个模式。该合作项目通过STEM教育活动中的种族平等(EDU种族平等)资助。该活动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。这项活动符合NSF的核心价值,即支持来自全国人口群体,地区和组织类型多样性的杰出研究人员和创新思想家。教育大学的各个项目为种族平等活动提供资金,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。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标准进行评估,被认为值得支持。
项目成果
期刊论文数量(0)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
数据更新时间:{{ journalArticles.updateTime }}
{{
item.title }}
{{ item.translation_title }}
- DOI:
{{ item.doi }} - 发表时间:
{{ item.publish_year }} - 期刊:
- 影响因子:{{ item.factor }}
- 作者:
{{ item.authors }} - 通讯作者:
{{ item.author }}
数据更新时间:{{ journalArticles.updateTime }}
{{ item.title }}
- 作者:
{{ item.author }}
数据更新时间:{{ monograph.updateTime }}
{{ item.title }}
- 作者:
{{ item.author }}
数据更新时间:{{ sciAawards.updateTime }}
{{ item.title }}
- 作者:
{{ item.author }}
数据更新时间:{{ conferencePapers.updateTime }}
{{ item.title }}
- 作者:
{{ item.author }}
数据更新时间:{{ patent.updateTime }}
Monique Ross其他文献
Measurement of Mentorship Competency Items for Postdoctoral Mentors in Engineering and Computer Science Disciplines
工程与计算机科学学科博士后导师导师能力项目测量
- DOI:
10.1109/fie58773.2023.10343172 - 发表时间:
2023 - 期刊:
- 影响因子:0
- 作者:
M. Bahnson;Monique Ross;Catherine G. P. Berdanier - 通讯作者:
Catherine G. P. Berdanier
You’re Hired! A Phenomenographic Study of Undergraduate Students’ Pathways to Job Attainment in Computing
你被录用了!对本科生获得计算机工作途径的现象学研究
- DOI:
- 发表时间:
2023 - 期刊:
- 影响因子:2.4
- 作者:
S. Lunn;Ellen Zerbe;Monique Ross - 通讯作者:
Monique Ross
Multi-Institution Study of Student Demographics and Stickiness of Computing Majors in the USA
美国计算机专业学生人口统计和粘性的多机构研究
- DOI:
10.18260/1-2--36110 - 发表时间:
2020 - 期刊:
- 影响因子:0
- 作者:
Leila Zahedi;Hossein EbrahimNejad;Monique Ross;Matthew Ohland;Stephanie J. Lunn - 通讯作者:
Stephanie J. Lunn
Journal of Pre-College Engineering Education Research (J-PEER) Journal of Pre-College Engineering Education Research (J-PEER) STEM Roles: How Students’ Ontological Perspectives Facilitate STEM Roles: How Students’ Ontological Perspectives Facilitate STEM Identities STEM Identities
大学前工程教育研究杂志 (J-PEER) 大学前工程教育研究杂志 (J-PEER) STEM 角色:学生的本体论视角如何促进 STEM 角色:学生的本体论视角如何促进 STEM 身份 STEM 身份
- DOI:
- 发表时间:
2022 - 期刊:
- 影响因子:0
- 作者:
Dina Verdín;Allison Godwin;Monique Ross - 通讯作者:
Monique Ross
The Impact of a Community of Practice Scholarship Program on Students’ Computing Identity
实践社区奖学金计划对学生计算机身份的影响
- DOI:
10.1145/3623615 - 发表时间:
2023 - 期刊:
- 影响因子:2.4
- 作者:
Maral Kargarmoakhar;Monique Ross;Z. Hazari;Stephen Secules;M. Weiss;M. Georgiopoulos;Kenneth Christensen;Tiana Solis - 通讯作者:
Tiana Solis
Monique Ross的其他文献
{{
item.title }}
{{ item.translation_title }}
- DOI:
{{ item.doi }} - 发表时间:
{{ item.publish_year }} - 期刊:
- 影响因子:{{ item.factor }}
- 作者:
{{ item.authors }} - 通讯作者:
{{ item.author }}
{{ truncateString('Monique Ross', 18)}}的其他基金
CAREER: Cracking the Diversity Code: Understanding Computing Pathways of those Least Represented
职业:破解多样性密码:了解代表性最少的人的计算路径
- 批准号:
2331066 - 财政年份:2023
- 资助金额:
$ 37.84万 - 项目类别:
Standard Grant
EAGER: Broadening the Pathway: A case study analysis of the implications of math and science on computer science graduates' employability
EAGER:拓宽途径:数学和科学对计算机科学毕业生就业能力影响的案例研究分析
- 批准号:
2035326 - 财政年份:2020
- 资助金额:
$ 37.84万 - 项目类别:
Standard Grant
CAREER: Cracking the Diversity Code: Understanding Computing Pathways of those Least Represented
职业:破解多样性密码:了解代表性最少的人的计算路径
- 批准号:
1845884 - 财政年份:2019
- 资助金额:
$ 37.84万 - 项目类别:
Standard Grant
Understanding the Implications of Online Learning and Engagement Strategies with Elements of Competition on Women Students' Engagement and Fit with Computer Science
了解带有竞争元素的在线学习和参与策略对女学生参与和适应计算机科学的影响
- 批准号:
1712116 - 财政年份:2017
- 资助金额:
$ 37.84万 - 项目类别:
Standard Grant
EAGER: Demystifying the Engineering and Computer Science Underrepresentation Problem: Understanding the Pathways to and through these Disciplines for Black and Hispanic Women
EAGER:揭秘工程和计算机科学代表性不足问题:了解黑人和西班牙裔女性进入和通过这些学科的途径
- 批准号:
1748384 - 财政年份:2017
- 资助金额:
$ 37.84万 - 项目类别:
Standard Grant
相似国自然基金
Research on Quantum Field Theory without a Lagrangian Description
- 批准号:24ZR1403900
- 批准年份:2024
- 资助金额:0.0 万元
- 项目类别:省市级项目
Cell Research
- 批准号:31224802
- 批准年份:2012
- 资助金额:24.0 万元
- 项目类别:专项基金项目
Cell Research
- 批准号:31024804
- 批准年份:2010
- 资助金额:24.0 万元
- 项目类别:专项基金项目
Cell Research (细胞研究)
- 批准号:30824808
- 批准年份:2008
- 资助金额:24.0 万元
- 项目类别:专项基金项目
Research on the Rapid Growth Mechanism of KDP Crystal
- 批准号:10774081
- 批准年份:2007
- 资助金额:45.0 万元
- 项目类别:面上项目
相似海外基金
Collaborative Research: Understanding and overcoming the impediments to high-risk, high-return science
合作研究:理解并克服高风险、高回报科学的障碍
- 批准号:
2346644 - 财政年份:2024
- 资助金额:
$ 37.84万 - 项目类别:
Standard Grant
Collaborative Research: Understanding and overcoming the impediments to high-risk, high-return science
合作研究:理解并克服高风险、高回报科学的障碍
- 批准号:
2346645 - 财政年份:2024
- 资助金额:
$ 37.84万 - 项目类别:
Standard Grant
Collaborative Research: Overcoming Isolation and Scholarly Devaluation by Bolstering the Collective Agency of Black Discipline-Based Education Researchers
合作研究:通过支持黑人学科教育研究人员的集体机构来克服孤立和学术贬值
- 批准号:
2315023 - 财政年份:2023
- 资助金额:
$ 37.84万 - 项目类别:
Standard Grant
D3SC: Collaborative Research: Overcoming Challenges in Classification Near the Limit of Determination
D3SC:协作研究:克服接近确定极限的分类挑战
- 批准号:
2003867 - 财政年份:2020
- 资助金额:
$ 37.84万 - 项目类别:
Standard Grant
D3SC: Collaborative Research: Overcoming Challenges in Classification Near the Limit of Determination
D3SC:协作研究:克服接近确定极限的分类挑战
- 批准号:
2003839 - 财政年份:2020
- 资助金额:
$ 37.84万 - 项目类别:
Standard Grant
EARS: Collaborative Research: Overcoming Propagation Challenges at Millimeter-Wave Frequencies via Reconfigurable Antennas
EARS:协作研究:通过可重构天线克服毫米波频率的传播挑战
- 批准号:
2029973 - 财政年份:2020
- 资助金额:
$ 37.84万 - 项目类别:
Standard Grant
EAGER: AI-DCL: Collaborative Research: Understanding and Overcoming Biases in STEM Education using Machine Learning
EAGER:AI-DCL:协作研究:利用机器学习理解和克服 STEM 教育中的偏见
- 批准号:
1926925 - 财政年份:2019
- 资助金额:
$ 37.84万 - 项目类别:
Standard Grant
EAGER: AI-DCL: Collaborative Research: Understanding and Overcoming Biases in STEM Education Using Machine Learning
EAGER:AI-DCL:协作研究:利用机器学习理解和克服 STEM 教育中的偏见
- 批准号:
1926930 - 财政年份:2019
- 资助金额:
$ 37.84万 - 项目类别:
Standard Grant
EAGER AI-DCL Collaborative Research: Understanding and Overcoming Biases in STEM Education Using Machine Learning
EAGER AI-DCL 合作研究:利用机器学习理解和克服 STEM 教育中的偏见
- 批准号:
1926929 - 财政年份:2019
- 资助金额:
$ 37.84万 - 项目类别:
Standard Grant
Collaborative Research: NRT-IGE: The NAVIGATE Project: A Case-Study Approach to Overcoming Barriers to Advancement for Women in STEM
合作研究:NRT-IGE:NAVIGATE 项目:克服女性在 STEM 领域进步障碍的案例研究方法
- 批准号:
1735143 - 财政年份:2017
- 资助金额:
$ 37.84万 - 项目类别:
Standard Grant