Interdisciplinary Research on New Immigration and Curricula Development

社会学科课堂在教授学生了解本国以外的国家方面发挥着至关重要的作用，但关于学生了解新移民的母国的内容和方式的全面信息却很少。这个项目调查了如何向接收这些新移民的国家和地区的学生教授关于新移民所在国家和地区的课程。PI利用一个有着丰富的移民和民权活动历史的城市来定位他们的案例研究，该研究考察了将关于新移民原籍国的课程融入课堂教学实践的社会学和人类学影响。此外，该项目将调查在四所历史悠久的黑人学院/大学(HBCU)举办的跨学科方法研讨会的影响，该研讨会将吸引来自全国各地的研究人员合作和交流方法创新。该研究使用跨学科方法评估以下内容：1)关于新移民所在国家和地区的课程是如何在接收这些新移民的国家的中学课程中设计和表述的；2)教师如何在中学课堂上展示这些材料；3)学生如何获得关于这些国家和地区的课程；以及4)跨学科研讨会对三个少数民族服务机构的本科生的影响。定性和定量的方法，包括访谈、调查和民族志，都将被用来解决这些研究问题。这个项目将增进社会学、人类学和教育学领域的知识。它还将为全女性MSI中代表性不足的学生提供研究、培训和科学出版机会，并促进其他三所MSI的教职员工之间的跨学科合作。这项研究将有助于更广泛的关于包容性和课程的全国性对话，并将通过开发课程材料在全国范围内传播。这一奖项反映了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。

Social studies classrooms play a critical role in teaching students about countries outside of their home country, and yet there is very little comprehensive information on what and how students learn about the home countries of new immigrants. This project investigates how lessons about the home countries and regions of new immigrants are taught to students in the country that receives these new immigrants. The PIs use a city with a rich history of both immigration and civil rights activism to situate their case study that examines the sociological and anthropological implications of incorporating lessons about new immigrants' home countries into pedagogical practices of the classroom. Additionally, the project will investigate the impact of an interdisciplinary methods workshop at four historical black colleges/universities (HBCUs) that will bring researchers from across the country to collaborate and exchange methodological innovations.This research uses interdisciplinary methods to assess the following: 1) how lessons on the home countries and regions of new immigrants are designed and articulated in the middle school curricula of the country that receives these new immigrants; 2) how teachers actually present this material in their middle school classrooms; 3) how students are receive lessons on these countries and regions; and 4) the impact of an interdisciplinary workshop on undergraduate students at three minority-serving institutions. Both qualitative and quantitative methods, including interviews, surveys, and ethnography, will be used to address these research questions. This project will advance knowledge in the fields of sociology, anthropology, and education. It will also provide research training and scientific publishing opportunities for underrepresented students at an all-women's MSI and foster interdisciplinary collaborations among faculty at three other MSIs. The research will contribute to broader national conversations on inclusion and curricula, and will be disseminated nationally through the development of curricular materials.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.