Co-Constructing Faculty Critical Consciousness In Engineering Education

这个项目的总体目标有两个：增进对工程教育特权和优势体系的理解，并创建一个专业发展计划，帮助工程学教师培养对这种特权在工程学中的社会、文化、历史和政治影响进行批判性质疑的技能。工程教育建立在这样一种制度之上，这种制度历来赋予指导该领域工作的特定身份的价值观、信仰、经验和观点以特权并使之正常化。虽然已经有大量关于工程学男子气概的研究，但关于特权在工程学中的作用的研究有限。这个项目将通过集中于三个研究问题来产生新的知识：(1)系统性种族主义在工程教育中是如何以及以什么方式表现出来的？(2)什么策略可以有效地帮助工程学教师培养他们的批判意识？以及(3)批判意识的增长如何以及以何种方式支持教师识别和挑战阻碍工程领域种族平等的系统性障碍？这项研究将支持工程学教师审问相关的阻碍种族平等的系统性障碍。这个为期四年的项目将检查对教师在工程方面的经验和实地笔记的指导和反思日记，这些笔记来自对研究人员自己的专业工程环境的观察(例如，教师会议、课堂观察)。这些人工制品将作为第二年创建教师发展计划的基线。在第三到第四年，该计划将由两个队列实施和修订，每个队列16名工程学教师，递归地共同构建批判意识和种族和种族认同的脚本。该项目将为工程学教师创造身临其境的体验，作为发展批判意识的工具，这是制定变革的基础，将解决工程学中的种族不平等问题，并提供一个支持挑战工程学领域特权的做法的模式。这一合作项目由STEM教育种族平等项目(EHR Race Equity)资助。该计划支持通过研究和实践促进科学、技术、工程和数学(STEM)教育和劳动力发展方面的种族平等的项目。获奖项目集中了受STEM领域系统性种族主义造成的不平等影响最大的个人、社区和机构的声音、知识和经验。该计划符合NSF的核心价值，即支持来自全国不同人口群体、地区和组织类型的杰出研究人员和创新思想家。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。

The overall goals of this project are twofold: to advance understanding of the system of privileges and advantages in engineering education and to create a professional development program to help engineering faculty develop the skills to critically question social, cultural, historical, and political effects of this privilege in engineering. Engineering education is built on a system that historically privileges and normalizes the values, beliefs, experiences, and perspectives of particular identities that guide the work of the field. While there has been substantial research into the masculinity of engineering, there has been limited research about the role of privilege in engineering. This project will generate new knowledge by focusing on three research questions: (1) How and in what ways does systemic racism manifest in engineering education? (2) What strategies can be used to effectively help engineering faculty develop their critical consciousness? and (3) How and in what ways does the growth of critical consciousness support faculty to identify and challenge the systemic barriers preventing racial equity in engineering? The research will support engineering faculty to interrogate the associated systemic barriers preventing racial equity.This four-year project will examine guided, reflective journaling of faculty experiences in engineering and field notes from observations of the researchers' own professional engineering settings (e.g. faculty meetings, classroom observations). These artifacts will serve as the baseline for creating the faculty development program during Year 2. During Years 3-4, the program will be implemented and revised with two cohorts of 16 engineering faculty each, in a recursive co-construction of critical consciousness and scripts of race and racial identity. This project will result in the creation of immersive experiences for engineering faculty that serve as a vehicle for the development of critical consciousness, which is the foundation to enact changes that will address racial inequity in engineering and provide a model that supports practices to challenge privilege in engineering spaces. This collaborative project is funded by the Racial Equity in STEM Education program (EHR Racial Equity). The program supports projects that promote racial equity in science, technology, engineering, and mathematics (STEM) education and workforce development through research and practice. Awarded projects center the voices, knowledge, and experiences of the individuals, communities, and institutions most impacted by the inequities caused by systemic racism in STEM fields. This program aligns with NSF’s core value of supporting outstanding researchers and innovative thinkers from across the Nation's diversity of demographic groups, regions, and types of organizations.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.