The Scientist Spotlights Initiative: Promoting Diversity and Inclusion through Development, Assessment, and Dissemination

科学家聚焦倡议：通过发展、评估和传播促进多样性和包容性

• 批准号: 10224243
• 负责人: Jeffrey Schinske
• 金额: $ 23.3万
• 依托单位: SAN FRANCISCO STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-08-01 至 2023-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10224243
• 关键词: Academy; Biological Sciences; Biology; California; Collaborations; Collection; Complement; Data; Databases; Development; Educational Curriculum; Enrollment; Intervention; Learning; Longitudinal Studies; Museums; Publications; Publishing; Research; San Francisco; Schools; Science; Scientist; Series; Stereotyping; Students; Time; Universities; base; career; college; community college; diversity and equity; diversity and inclusion; education research; evidence base; experience; high school; instructor; interest; junior high school; learning materials; role model; school district; science teacher; service learning; symposium; teacher; tool; university student; web site

The Scientist Spotlights Initiative: Promoting Diversity and Inclusion in Science through Development, Assessment, and Dissemination of Curriculum Supplements that Bring Rare Science Role Models to Students Project Summary/Abstract San Francisco State University (SFSU) and Foothill Community College – in strong collaboration with the San Francisco public schools, the California Academy of Sciences, Story Collider, and Science Friday – propose The Scientist Spotlights Initiative: Promoting Diversity and Inclusion in Science through Development, Assessment, and Dissemination of Curriculum Supplements that Bring Rare Science Role Models to Students. Research into science identity, science belonging, stereotype threat, and possible selves suggests a lack of diverse representations of scientists is impeding traditionally under-represented students from persisting and succeeding in science from middle school through college. Access to diverse role models in science appears to be key; however, bringing diverse scientists directly to classrooms is simply not feasible as a regular part of the science curriculum. Science instructors at all levels – middle school, high school, community college, and university – are enthusiastic about promoting inclusion in science, bringing diverse role models to classrooms, and connecting these real scientists to students' learning experiences. However, few curricular materials currently exist that support teachers in regularly and systematically connecting diverse role models and science careers to students and the content they teach. In previous efforts, we have evaluated a series of metacognitive homework assignments – Scientist Spotlights – that featured counter-stereotypical examples of scientists in an introductory biology class at a diverse community college. Scientist Spotlights additionally served as tools to engage students in content, as scientists were selected to match topics covered each week. Research on the impact of Scientist Spotlight interventions revealed that these simple curriculum supplements shifted students' ideas towards counter-stereotypical descriptions of scientists and enhanced their ability to personally relate to scientists. As Scientist Spotlights require very little class time and complement existing curricula, they represent a promising tool for enhancing science identity, shifting stereotypes, and connecting content to issues of equity and diversity in a broad range of STEM classrooms, from middle school through university. Over 5 years, we anticipate developing, piloting, and assessing ~200 unique Scientist Spotlight curriculum supplements that would allow science instructors from middle to high school to community college to integrate diversity explicitly into their courses, engaging ~40 non-traditional college-level students/year and ~12 science teachers/year in implementing and assessing Scientist Spotlights in their classrooms with ~1,500 enrolled students, establishing service-learning courses to institutionalize these efforts, continuing our record of publishing research on such efforts with SEPAL postdoctoral scholars, producing an accessible Scientists Spotlights Initiative website to make materials widely available, and disseminating the effort in collaboration with school, museum, and media partners.

科学家聚焦倡议： 促进科学的多样性和包容性 通过课程的开发、评估和传播 为学生带来罕见的科学榜样的补充 项目总结/摘要 旧金山弗朗西斯科州立大学（SFSU）和山麓社区学院-与 弗朗西斯科公立学校、加州科学院、故事碰撞器和科学星期五 - 科学家聚光灯倡议：通过以下方式促进科学的多样性和包容性 发挥罕见科学作用的课程补充材料的开发、评估和传播 学生模型科学身份、科学归属、刻板印象威胁和可能的 自我表明，科学家缺乏多样的代表性，阻碍了传统上代表性不足的科学家。 学生从中学到大学坚持并成功地学习科学。获得各种 科学中的榜样似乎是关键;然而，将不同的科学家直接带到教室， 作为科学课程的常规部分根本不可行。各级科学教师-中级 学校，高中，社区学院和大学-热衷于促进包容， 科学，把不同的榜样带到课堂上，把这些真实的科学家和学生的 学习经验。然而，目前很少有课程材料支持教师定期 系统地将不同的榜样和科学职业与学生联系起来， 教在以前的努力中，我们已经评估了一系列的元认知作业-科学家 聚光灯-这精选了科学家在一个介绍生物学类在一个反陈规定型的例子， 多元化社区大学科学家聚光灯还作为工具，让学生参与内容， 科学家们被挑选出来匹配每周的主题。关于科学家影响力的研究 聚焦干预显示，这些简单的课程补充将学生的想法转向了 对科学家的反陈规定型描述，增强了他们与科学家建立个人关系的能力。 由于科学家聚光灯需要很少的课堂时间和补充现有的课程，他们代表了一个 这是一个很有前途的工具，可以增强科学身份，改变陈规定型观念，并将内容与 从中学到大学，在广泛的STEM课堂中实现公平和多样性。超过 5年，我们预计开发，试点和评估约200个独特的科学家聚光灯课程 补充，将允许科学教师从初中到高中，社区大学， 将多样性明确融入课程，每年吸引约40名非传统大学生 和~12名科学教师/年在他们的教室实施和评估科学家聚光灯， 约1 500名注册学生，开设服务学习课程，使这些努力制度化， 我们与SEPAL博士后学者一起发表研究成果的记录， 科学家聚焦倡议网站，广泛提供材料， 与学校、博物馆和媒体合作。