Transfer Advocacy Groups: Transforming Culture to Support Community College Transfer Students of Color in Undergraduate Physics

在过去的十年里，将近一半的有色人种大学生进入了社区大学。该项目是圣何塞州立大学和密歇根州立大学两所机构的合作。该项目旨在通过改变接收学士学位授予机构，解决支持社区大学科学、技术、工程和数学（STEM）领域有色人种转校生的迫切需求。改变这种种族化的转移功能需要理解和改变在发送和接收机构中围绕STEM转移的制度文化。通过与有色人种的转校生合作作为设计伙伴，这个项目的目标是通过参与大学制度变革的努力，为新入学的有色人种转校生在STEM领域提供支持。该项目将创建转学倡导小组（tag），这是教师、学生和顾问的合作，致力于实施干预措施，以支持STEM中的有色人种转学学生，并促进转学接受文化。该项目主要针对两所大学中主修物理的有色人种转校生以及选修物理入门课程的有色人种学生。该项目的范围包括记录有色人种转校生的经历，这一群体在很大程度上没有出现在有关本科STEM种族化经历的文献中。收集的数据将使有色人种转学生的生活经验和观点成为标签工作的中心，并提供对制度变革在多大程度上满足他们的需求和现实的理解。与有色人种转校生合作进行的研究分析以及与机构政策和实践有关的研究将为每个机构的标签工作提供信息。TAGS将与主要利益相关者合作，在大学中实施变革。通过这些活动，该项目旨在改变院系和学院层面的文化，使其更容易接受和支持其他与有色人种转校生合作进行制度变革的努力。该合作项目由STEM教育项目中的种族平等（EDU种族平等）资助。该项目支持研究和实践项目，调查种族平等因素如何影响科学、技术、工程和数学（STEM）教育和劳动力的改善。获奖项目旨在将STEM企业中受系统性不平等影响最大的个人、社区和机构的声音、知识和经验集中起来。该项目符合美国国家科学基金会的核心价值，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。EDU的项目为种族平等项目提供资金，以表彰其项目与董事会四个部门的集体研究和发展重点相一致。这个合作项目是由物理系共同资助的。物理部（PHY）支持物理研究和未来的科学家在国家的学院和大学在广泛的物理学科，跨越空间和时间的尺度，从最大的到最小的和最古老的到最年轻的准备。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。

Over the past decade nearly half of all post-secondary students of color have attended community colleges. This project is a collaboration of two institutions, San Jose State University and Michigan State University. The project aims to address the urgent need to support community college transfer students of color in science, technology, engineering, and mathematics (STEM) fields by transforming the receiving baccalaureate granting institutions. Changing this racialized transfer function requires understanding and transforming the institutional culture around transfer in STEM at both the sending and receiving institutions. By partnering with transfer students of color as design partners, the goal of this project is to craft support for new-to-campus transfer students of color in STEM by engaging in university institutional change efforts.This project will create Transfer Advocacy Groups (TAGs) which are collaborations of faculty, students, and advisors working to implement interventions to support transfer students of color in STEM and promote a transfer receptive culture. The project focuses on transfer students of color majoring in physics as well as students of color taking introductory physics classes at both institutions. The scope of the project includes documenting the experiences of transfer students of color, a population that is largely absent from the literature on racialized experiences in undergraduate STEM. The data collected will allow the lived experience and perspectives of transfer students of color to be centered in the work of the TAGs and provides an understanding of the extent to which institutional change addresses their needs and realities. Analyses of research conducted in collaboration with transfer students of color as well as research with respect to institutional policies and practices will inform the work of the TAGs at each institution. TAGS will collaborate with key stakeholders to implement changes in the universities. Through these activities, the project aims to transform culture at both departmental and college levels so it is more transfer-receptive and supportive others partnering with transfer students of color on institutional change efforts. This collaborative project is funded through the Racial Equity in STEM Education program (EDU Racial Equity). The program supports research and practice projects that investigate how considerations of racial equity factor into the improvement of science, technology, engineering, and mathematics (STEM) education and workforce. Awarded projects seek to center the voices, knowledge, and experiences of the individuals, communities, and institutions most impacted by systemic inequities within the STEM enterprise. 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. Programs across EDU contribute funds to the Racial Equity program in recognition of the alignment of its projects with the collective research and development thrusts of the four divisions of the directorate. This collaborative project is co-funded through the Division of Physics. The Division of Physics (PHY) supports physics research and the preparation of future scientists in the nation’s colleges and universities across a broad range of physics disciplines that span scales of space and time from the largest to the smallest and the oldest to the youngest.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.