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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

基本信息

批准号：
10483172
负责人：
Jeffrey Schinske
金额：
$ 3.11万
依托单位：
SAN FRANCISCO STATE UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2018
资助国家：
美国
起止时间：
2018-08-01 至 2024-07-31
项目状态：
已结题

项目摘要

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.

科学家聚光灯倡议：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科学榜样的补充剂项目概要/摘要旧金山州立大学 (SFSU) 和山麓社区学院 – 紧密合作旧金山公立学校、加州科学院、Story Collider 和 Science Friday – 提出科学家聚光灯倡议：通过以下方式促进科学的多样性和包容性具有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。研究科学身份、科学归属、刻板印象威胁以及可能的自我表明，科学家缺乏多样化的代表性正在阻碍传统上代表性不足的现象学生从中学到大学坚持科学并取得成功。访问多样化科学界的榜样似乎是关键；然而，将不同的科学家直接带入课堂是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——热衷于促进包容性科学，将不同的榜样带入课堂，并将这些真正的科学家与学生联系起来学习经历。然而，目前支持教师定期学习的课程材料很少。并系统地将不同的榜样和科学职业与学生及其内容联系起来教。在之前的工作中，我们评估了一系列元认知作业 – 科学家聚光灯——以科学家在生物学入门课上的反传统例子为特色多元化的社区学院。科学家聚光灯还可以作为吸引学生参与内容的工具，因为科学家被选来匹配每周涵盖的主题。科学家影响力研究聚光灯干预显示，这些简单的课程补充将学生的想法转向对科学家的反刻板印象的描述并增强了他们与科学家建立个人联系的能力。由于科学家聚光灯需要很少的课堂时间并补充现有课程，因此它们代表了增强科学认同、改变刻板印象并将内容与问题联系起来的有前途的工具从中学到大学的广泛 STEM 课堂的公平性和多样性。超过我们预计在 5 年内开发、试点和评估约 200 个独特的科学家聚焦课程补充剂可以让从初中到高中再到社区大学的科学教师将多样性明确融入他们的课程中，每年吸引约 40 名非传统大学水平的学生每年约 12 名科学教师在课堂上实施和评估科学家聚光灯约 1,500 名注册学生建立服务学习课程，将这些努力制度化，继续我们与 SEPAL 博士后学者一起发表此类努力的研究记录，产生了可访问的科学家聚焦倡议网站，以广泛提供和传播材料与学校、博物馆和媒体合作伙伴的合作。