Planning: BPE TRACK 1: DISRUPTING RACIALIZED PRIVILEGE IN THE STEM CLASSROOM

理解白人和白色至上在美国高等教育的过去、现在和未来根深蒂固，因此，颠覆这些有毒的制度对创造一个更公平的教育制度至关重要。该项目的目标是开发一系列STEM正义在线研讨会，以促进参与并促进建立一个致力于破坏种族化特权的工程实践社区，并随后更好地准备挑战工程资源和机会的不平等。 美国的文化规范和种族化的经济差异造成了不公平的现状，使白人和白人的概念受到歧视，同时剥夺了有色人种的权利。该项目将通过使种族化的不平等和特权如何最大限度地减少非中心身份的学生的参与来提高能力和行动准备。该项目开发的研讨会为STEM专业人士提供在线工具和资源，通过开发创新的教学方法、交付模式和项目来反思和应对自己的教育环境，以显着影响工程教师的招聘和保留。STEM教师和专业发展将解决来自科学，工程和医学的国家科学院的电话，以改善学生的经验。该项目支持工程文化的转变，以优先考虑多样性，公平和包容性，并可以通过破坏和防止由于白色至上的系统而导致的机会损失，对扩大STEM劳动力产生长期影响。总的来说，该项目符合NSF扩大参与资助计划。将开发四个一小时的录制模块，其中包括所有必要的讲义和支持材料，以提高参与者的学习和实现三个学习成果（LO）。LO 1：每个参与者将能够定义，比较和对比与每个模块相关的核心关键术语的集合。LO 2：每个参与者将能够阐明每个模块的关键方面是如何与他们特定的个人背景相关的，并特别关注人际，机构和社会权力动态。LO 3：每个参与者将能够根据所提供的模块资源制定一项计划，以公平持续的方式积极应对其具体的个人情况。根据传播，招聘，培训和参与者后续行动的计划，该提案将启动一个关于解决STEM专业和课堂中种族不平等和白色至上的全国对话。该提案的成果将促进知识的发展，并产生一个异步教学工具，以教育STEM专业人员定义和开发个性化的方法来管理STEM课堂中种族化特权的隐性，显性，环境和教学方面。在线资源使STEM专业人员能够超越团队当前的专业网络，同事们可以按照自己的节奏完成内容，而不是在专业协会会议期间受限于有限的研讨会时间分配。 通过制定具体的做法，可以促进愈合和持续的公平教学法，通过将美国工程教育学会会议以外的STEM教师暴露于内容和公平维持教学工具，改善具有非中心身份的STEM学生的体验。最后，研讨会将授权STEM教师和管理人员谁想要解决种族不平等，但没有知识或资源来改变自己的教育环境。这个奖项反映了NSF的法定使命，并已被认为是值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估的支持。

Understanding whiteness and white supremacy as deeply ingrained in the past, present and future of U.S. higher education and, therefore, subverting these toxic systems is essential to creating a more equitable educational system. The goal of the project is to develop a series of STEM Justice online workshops to foster engagement and facilitate the building of an engineering community of practice committed to disrupting racialized privilege, and subsequently better prepared to challenge unequal access to resources and opportunities in engineering. Cultural norms and racialized economic disparities in the United States create an inequitable status quo, privileging whites and the concept of whiteness, while disenfranchising people of color. This project will increase competency and readiness for action by making visible how racialized inequity and privilege can minimize the participation of students with non-centered identities. The workshops developed in this project provides online tools and resources for STEM professionals to reflect on and respond to their own educational environment by developing an innovative pedagogical method, mode of delivery, and project to significantly impact the recruitment and retention of engineering faculty. The STEM faculty and professional development will address calls from the National Academies of Science, Engineering, and Medicine to improve students' experiences. This project supports the transformation of the engineering culture to prioritize diversity, equity and inclusion and can have a long-term impact on expanding the STEM work force by disrupting and preventing opportunity loss due to systems of white supremacy. Overall, the project aligns with NSF Broadening Participation funding program.Four, one-hour recorded modules that will include all handouts and support material necessary to enhance participant learning and achieve three learning outcomes (LO) will be developed. LO 1: Each participant will be able to define, compare, and contrast a collection of core critical terms associated with each module. LO 2: Each participant will be able to articulate how the critical aspect of each module is relevant to their specific individual context, and with a specific focus on the interpersonal, institutional, and social power dynamics at play. LO 3: Each participant will be able to develop a plan to actively respond in an equity-sustaining way to their specific individual context based on the provided module resources. Following the plan for dissemination, recruitment, training, and follow-up with participants this proposal will initiate a national conversation about addressing racial inequity and white supremacy in the STEM profession and classroom. The outcomes from this proposal will advance knowledge and produce an asynchronous teaching tool to educate STEM professionals to define and develop personalized approaches to manage implicit, explicit, environmental, and pedagogical aspects of racialized privilege in their STEM classroom. The online resource give access to STEM professionals beyond the team’s current professional networks where colleagues can proceed through the content at their own pace, rather than be constrained to the limited workshop time allotment during a professional society conference. By developing specific practices that can foster healing and sustained equity pedagogies, to improve the experiences of STEM students with non-centered identities by exposing STEM faculty beyond the American Society for Engineering Education conference to content and equity sustaining pedagogical tools. Finally, workshops will empower STEM faculty and administrators who want to address racial inequity but do not have the knowledge or resources to make change in their own educational environment.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.