Intercultural Science Communication Research and Training to Broaden Participation Among Historically Minoritized Science Practitioners

在科学家中，科学传播是一个越来越重要的实践、学术和研究领域，尤其是对早期职业科学家而言。人们对打击广泛传播的虚假信息和公众对科学的不准确认识日益感兴趣，这增加了对科学传播培训的需求；然而，在对来自不同种族和民族文化背景的科学家的研究和培训方面存在着巨大的差距。该项目将通过将跨文化传播理论应用于新课程的设计、开发和测试来解决这一知识和研究差距，该课程将提供基于证据的方法，使科学传播培训具有包容性和交叉性。将设计和评价该课程，以建立科学传播培训人员和实践者的能力。60名来自不同种族和民族背景的环境科学教职员工将接受培训，学习利用科学传播中的文化观点和学术目标进行战略性科学传播的技巧。该项目将与国家sciicomm培训人员网络合作收集研究数据。除了推进科学传播研究、培训和实践之外，该项目还将实施一个新颖的、同行评议的播客，以产生更广泛的影响。项目研究员将准备在其整个职业生涯中参与广泛的科学传播活动，并在其本国机构领导相关工作。在为科学传播培训人员制定文化响应指南的最后一次研讨会之后，项目团队将向该领域分享研究成果，为在培训项目中推进与文化相关的科学传播的未来实践和社会影响提供信息。该发展创新项目由推进非正式STEM学习（AISL）计划资助，该计划旨在(a)推进非正式环境中STEM学习的设计和开发的新方法和基于证据的理解；(b)提供多种途径，以扩大获得和参与STEM学习经验的机会；(c)推进非正式环境中STEM学习的创新研究和评估；(d)让所有年龄段的公众在非正式环境中学习STEM。该项目将解决科学传播和跨文化传播研究中的两个重大空白。首先，尽管认识到在科学传播中需要更多关于种族和民族的研究，但很少进行研究。其次，尽管跨文化交际研究的结果在各个领域（如健康传播和商业传播）都是一致的，但该研究尚未考察这一研究领域的成熟理论如何适用于独特的科学规范和过程。研究者将测试一个基于两种跨文化交际理论的新理论框架：身份协商理论和交际适应理论。该项目将测试STEM和学术界的专业规范和流程与未被充分代表的种族和少数民族科学家的文化规范和沟通方式的关系程度，以及这些因素如何影响他们的科学传播工作。该项目将采用包括深度访谈和调查在内的混合方法。这项研究的结果将用于为来自代表性不足的群体的60名任职前环境科学教师制定和调整适合文化的科学传播培训。该项目的结果将为使科学传播培训和实践更具包容性和有效性提供证据。与国家科学通讯培训人员网络的合作将确保项目成果的广泛传播和专业应用。该项目将增加少数种族和族裔科学家作为科学传播者的代表性，包括在环境新闻报道中；为公众听众提供一个新的同行评议的播客系列，通过文化反应的视角向听众介绍环境研究；为设计包容和有效的科学传播培训课程提供经过检验的方法；并将告知教师如何将科学传播活动作为职业发展的一部分。该奖项反映了美国国家科学基金会的法定使命，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。

Among scientists, science communication is an increasingly important area of practice, scholarship, and research, especially with early career scientists. The growing interest in combating widespread disinformation and inaccurate public perception of science has increased demand for training in science communication; however, there is a significant gap in both research and training for scientists from diverse racial and ethnic cultural backgrounds. The project will address this knowledge and research gap by applying intercultural communication theory to the design, development, and testing of a new curriculum that will provide evidence-based methods to make science communication trainings inclusive and intersectional. The curriculum will be designed and evaluated to build capacity among science communication trainers and practitioners. Sixty pre-tenure environmental science faculty of diverse racial and ethnic backgrounds will be trained in strategic science communication skills using cultural perspectives and academic goals in science communication. The project will gather research data in collaboration with the national SciComm Trainers Network. In addition to advancing science communication research, training, and practice, the project will implement a novel, peer-reviewed podcast for broader impact. The project Fellows will be prepared to engage in a wide range of science communication activities throughout their careers and lead related efforts at their home institutions. Following a final workshop to develop culturally responsive guidance for science communication trainers, the project team will share findings to the field to inform future practice and societal impacts from advancing culturally relevant science communication in training programs. This Innovations in Development project is funded by the Advancing Informal STEM Learning (AISL) program, which seeks to (a) advance new approaches to and evidence-based understanding of the design and development of STEM learning in informal environments; (b) provide multiple pathways for broadening access to and engagement in STEM learning experiences; (c) advance innovative research on and assessment of STEM learning in informal environments; and (d) engage the public of all ages in learning STEM in informal environments.The project will address two significant gaps in science communication and intercultural communication research. First, despite the recognition that more research about race and ethnicity is needed in science communication, few studies have been conducted. Second, while findings on intercultural communication research are consistent across fields, such as health communication and business communication, the research has yet to examine how well-established theories in this area of study apply to the unique norms and processes of science. Investigators will test a novel theoretical framework grounded in two intercultural communication theories: identity negotiation theory and communication accommodation theory. The project will test the extent to which the professional norms and processes of STEM and academia relate to cultural norms and communication styles of underrepresented racial and ethnic minority scientists, and how these factors influence their science communication efforts. The project will use a mixed methods approach including in-depth interviews and surveys. The results of the study will be used to develop and adapt culturally tailored science communication training for 60 pre-tenure environmental science faculty from underrepresented groups. The results of the project will provide evidence to make science communication training and practice more inclusive and effective. The collaboration with the national SciComm Trainers Network will ensure broad dissemination and professional application of project findings. The project will increase representation of racial and ethnic minority scientists as science communicators, including in environmental news coverage; provide a new peer-reviewed podcast series for public audiences that will introduce listeners to environmental research through a culturally responsive lens; provide tested methods for designing inclusive and effective science communication training curricula; and will inform faculty efforts to incorporate science communication activities as part of career advancement.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.