Exploring Racial Microaggression in Science Education

ECR项目强调基础STEM（科学、技术、工程和数学）教育研究，这将产生该领域的基础知识。该项目将研究如何扩大非洲裔科学教育教师和拉丁裔科学教育教师对STEM的参与。研究表明，来自这些人群的科学和科学教育教师和学生经常面临有意和无意的种族微侵犯行为，这些行为往往会对他们是否留在STEM管道中产生负面影响。由于许多种族微侵犯行为来自管理人员、同事和同龄人，因此该项目将成为直接解决这一问题的重要一步。研究将(a)确定可能是微侵犯的前兆或导致微侵犯的行动或活动；(b)设法更好地了解为什么微侵犯者可能知道或不知道他们的行为；(c)收集有关同事和管理人员为尽量减少种族微侵犯而使用的方法和政策的数据。批判性种族理论将被用作框架研究的镜头。问卷调查、内隐态度测试、访谈和其他档案文件将被用作本研究的数据来源。这些资源将允许探索文献中的空白，在这些空白中，先前的研究几乎只关注科学教育中的有色人种教师和学生，而不是研究微侵犯行为的表演者。这项投资将支持一个与减少科学教育中的种族微侵犯有关的理论发展的风险，但可能具有变革性的场所。研究结果将有助于开发一种能够可靠地测量隐性偏见的工具，这将有利于整个科学界。

The ECR program emphasizes fundamental STEM (science, technology, engineering, and mathematics) education research that will generate foundational knowledge in the field. This project will examine ways to broaden participation in STEM for science education faculty of African ancestry and science education Latino/a faculty. Research shows that science and science education faculty and students from these populations regularly face intentional and unintentional acts of racial microaggressions that often negatively impact whether they remain in the STEM pipeline. Since many of these acts of racial microaggression come from administrators, colleagues, and peers, this project will serve as an important step in directly addressing this issue. The research will (a) identify actions or activities that might be precursors of or lead to microaggressions; (b) seek to better understand why the microaggresssors might be aware or unaware of their acts; and (c) collect data about approaches and policies that have been used by colleagues and administrators to minimize racial microaggressions.The Critical Race Theory will be used as the lens to frame the study. Questionnaires, an Implicit Attitude Test, interviews, and other archival documents will be used as sources of data for this study. These sources will allow the exploration of gaps in the literature where prior research focused almost exclusively on faculty and students of color within science education rather than on performers of microaggressions. This investment will support a risky, yet, potentially transformative venue for theory development relative to reducing racial microaggressions in science education. The outcomes will assist in the development of an instrument that will reliably measure implicit bias that will be of benefit to the at-large scientific community.