ADVANCE Catalyst: Truman College ADVANCE Catalyst Participatory Action Research- Building a sense of "voice" among STEM faculty

该项目将把重点放在STEM系与非STEM系相比的教职员工身上，并揭示任何对历史上被边缘化群体的持续负面看法，特别是在STEM系。该项目将调查哪些识别女性的STEM教职员工认为她们在自己的部门中有发言权，并研究这些观念在受保护阶级(例如，种族、宗教)和机构职位的背景下的重要性。该项目试图回答谁感到被忽视，为什么会出现这种情况，以及跨部门身份如何影响这些体验。这项工作对哈里·S杜鲁门学院来说很重要，因为该学院自2017年以来一直深耕股权工作，但重点始终放在学生体验上。这就没有留下多少让人好奇的教职经历空间。虽然哈里·S·杜鲁门学院提供了一个已经是种族多元化的大学的视角，但它仍然在与持久的、系统性的不平等作斗争。此外，该项目将考虑哪些干预措施最有可能增加归属感或话语权，并作为为期5年的STEM教师公平计划的一部分。该项目将结合焦点小组、个人访谈和调查，回答三个问题：1)谁是报告感觉被忽视的教职员工，为什么会这样；2)交叉身份认同如何影响他们在校园的体验；以及3)可以试行哪些直接干预措施来增加话语感和归属感？该项目将使用混合方法研究方法来准备一份关于教职员工归属感和声音的基础性和交叉性报告。这些发现将推动未来对教职员工不平等、已知障碍和有希望的干预措施的调查。哈里·S·杜鲁门学院希望发现传统特权身份(即白人、男性)的教职员工的归属感和发言权与女性认同的教职员工和其他未被充分代表的身份(如种族、国籍、终身教职地位等)之间的任何重大破坏。该项目的高层次目标是发现严重的不平等现象，并以交叉的视角解决这些问题。该项目将创建人工制品，以便在高等教育界和高级网络内轻松共享信息，包括教职员工身份的多样性。该项目将优先考虑传统上被排除在外的STEM教学经验，并通过邀请这些人领导研究和试点干预，在边缘建立力量。NSF高级计划旨在通过专注于识别和消除阻碍不同教师在学术机构充分参与和发展的组织障碍来促进性别平等。阻碍公平的组织障碍可能存在于政策、流程、实践以及组织文化和氛围中。高级“催化剂”奖提供该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

This project will focus on faculty in STEM departments compared to non-STEM departments and uncover any persistent negative perceptions of historically marginalized groups, especially in the STEM departments. The project will examine which female-identifying STEM faculty feel they have a voice in their departments and research the significance of those perceptions in the context of protected classes (e.g., race, religion) and positions in the institution. The project seeks to answer who feels unheard, why that might be the case, and how intersectional identities impact those experiences. This work is important to Harry S Truman College because the college has been deeply engaged in equity work since 2017, but the focus has always been on the student experience. This has left little room for curiosity about faculty experience. And while Harry S. Truman College offers the perspective of an already ethnically diverse college, it nevertheless struggles with persistent and systematic inequity. Additionally, the project will consider which interventions are most likely to increase a sense of belonging or voice and pilot interventions as part of a 5-year STEM Faculty Equity Plan.Using a combination of focus groups, individual interviews, and a survey, the project will answer three questions: 1) who are the faculty that report feeling unheard, and why is this the case; 2) how do intersectional identities impact their experiences on campus; and 3) what immediate interventions could be piloted to increase sense of voice and belonging? The project will use a mixed methods research approach to prepare a foundational and intersectional report on faculty sense of belonging and voice. The findings will propel future investigation into faculty inequities, known barriers, and promising interventions. Harry S. Truman College wants to uncover any significant disruption between the sense of belonging and voice of faculty in traditionally privileged identities (i.e., white, male) and female-identifying faculty intersected with additional underrepresented identities (e.g., race, national origin, tenure status, etc.). The high-level objectives for this project are to uncover critical inequities and address them with an intersectional lens. The project will create artifacts for easy sharing of information within the higher education community and the ADVANCE network, including a diversity of identities among faculty. The project will privilege experiences in STEM teaching that have traditionally been excluded and build power on the margins by inviting these individuals to lead research and pilot interventions.The NSF ADVANCE program is designed to foster gender equity through a focus on the identification and elimination of organizational barriers that impede the full participation and advancement of diverse faculty in academic institutions. Organizational barriers that inhibit equity may exist in policies, processes, practices, and the organizational culture and climate. ADVANCE "Catalyst" awards provideThis 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.