Co-designing STEM Education with Communities: Centering History, Heterogeneity, Power, and Place

该项目探讨了历史和当代的表现形式和一个散居黑人社区的愿望干教育正义在埃文斯顿，伊利诺伊州，一个种族多元化的郊区芝加哥与一个长期的，多样化的，充满活力的黑人社区的可能性。埃文斯顿计划在该市历史上著名的黑人第五区重新开设一所校园模式的社区学校。该项目将与当地学区、城市以及黑人家庭和社区合作伙伴密切合作，支持为新学校和毗邻的社区中心设计公平的STEM机会的努力。该项目将通过特别关注黑人侨民的认识论、文化价值观和教学设计，推进在文化上维持STEM学习和教学的关键知识。该项目将对埃文斯顿黑人青年的教育经历产生短期影响，并超越当地背景。教学和学习资源（以及课堂和校外（OST）环境中资源使用的深入案例研究）将免费提供给全国各地的教育工作者和研究人员。共同设计伙伴关系的方法，协调整个学区的努力，包括众多的校内和校外利益相关者，将作出实质性贡献的种族平等，STEM教育和学校改革的重叠领域，同时提供了一个例子，社区研究实践伙伴关系的重要性作为一种方法干预。该项目将研究如何研究社区实践伙伴关系（RCPP）模式侧重于历史/民族志，项目共同设计和系统共同设计，可以促进黑人青年及其家庭更公平和文化上可持续的STEM学习经验。该RCPP将创建工具和过程集中在埃文斯顿的校内和校外STEM生态中的黑人社区目标和价值观。该项目将在多个学术领域做出经验和理论贡献。对档案和口述历史的分析将为黑人家庭和社区如何理解STEM教育的学术记录做出重要贡献，这是他们数十年来为实现公平，经济流动性和正义而斗争的一部分。民族志研究将推进对黑人家庭和社区如何在当地环境中积极组织实现STEM教育正义的本地化性质的强有力的社会科学理解。在方法论上，家庭访谈将有助于研究文化与儿童认知和身份之间的相互作用的新方法。RCPP的系统工作将在制度理论和组织变革方面创造新的知识，以及教育技术如何支持社区赋权。总的来说，该项目将为黑人教育历史和未来的研究做出重要贡献，以及更广泛的黑人教育研究领域。该项目通过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。

This project examines the historical and contemporary manifestations and possibilities of a diasporic Black community’s aspirations for STEM educational justice in Evanston, Illinois, a racially diverse suburb of Chicago with a longstanding, diverse, and dynamic Black community. Evanston made news with plans to reopen a campus-model community school in its historically Black 5th Ward of the city. The project will work in close partnership with the local school district, the city, as well as Black families and community partners, to support the efforts to design equitable STEM opportunities for the new school and adjoined community center. The project will advance key knowledge in culturally sustaining STEM learning and teaching, through a specific focus on Black diasporic epistemologies, cultural values, and pedagogical design. The project will make near-term impacts on the educational experiences of Black youth in Evanston and beyond the local context. Teaching and learning resources (as well as in-depth case studies of resource use in classrooms and out-of-school-time (OST) contexts) will be freely available for educators and researchers across the nation. The co-design partnership approach that coordinates efforts across the school district including numerous in- and out-of-school stakeholders, will make substantive contributions to the overlapping fields of racial equity, STEM education, and school reform, while providing an example of the significance of community research-practice partnerships as a methodological intervention. The project will investigate how a research-community-practice partnership (RCPP) model focused on history/ethnography, project co-design, and systems co-design can facilitate more equitable and culturally sustaining STEM learning experiences for Black youth and their families. The RCPP will create tools and processes centering Black community goals and values within in-school and out of school STEM ecologies in Evanston. The project will make empirical and theoretical contributions in multiple areas of scholarship. Analysis of archival and oral histories will make important contributions to the scholarly record on how Black families and communities have understood STEM education as part of their decades long struggle towards equity, economic mobility, and justice. The ethnographic study will advance a robust social scientific understanding of the localized nature of how Black families and communities are actively organizing towards STEM educational justice in local contexts. Methodologically, the family interviews will contribute to novel methods for studies of interplay among culture and child cognition and identity. The systems RCPP work will create new knowledge in institutional theory and organizational change, as well as how educational technologies can support community empowerment. Overall, the project will make important contributions to the study of Black educational histories and futures, and the field of Black Education Studies more broadly.This 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.