Collaborative Research: Technology Education for Women in Transition

合作研究：转型期女性的技术教育

• 批准号: 1907002
• 负责人: Hyunjin Seo
• 金额: $ 103.8万
• 依托单位: University of Kansas Center for Research Inc
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-09-01 至 2023-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1907002&HistoricalAwards=false
• 关键词: Collaborative; Research; Technology; Education; Women

This project in the Advancing Informal STEM Learning (AISL) program's Innovations in Development track aims to broaden participation in STEM education among underserved populations through innovative and inclusive approaches to technology education. The project is designed to enhance knowledge and comfort with technology and develop computational thinking among women who were formerly incarcerated and are now seeking to reenter the workforce or adjust to their lives outside the criminal justice system ("women in transition") in the Midwest. While women have become the fastest growing segment of the incarcerated population, prison education and reentry programs are not well prepared to respond to this influx. Women in transition are rarely exposed to STEM education and they are generally isolated from the digital world while in prison. Consequently, they face post-incarceration challenges in accessing and using rapidly changing digital technologies. Against this backdrop, this three-year technology education project will aim to help women in transition in Kansas and Missouri develop STEM skills relevant to job applications and post-incarceration adjustments. The project may serve as a template for building evidence-based workforce preparation efforts in informal settings, and the concurrent online peer networking and app development may also facilitate adaptation for and scaling to other regions and other similarly digitally disadvantaged populations. This project is funded by the AISL program, which seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments. This includes providing multiple pathways for broadening access to and engagement in STEM learning experiences, advancing innovative research on and assessment of STEM learning in informal environments, and developing understandings of deeper learning by participants.The project design is informed by the research team's past experiences offering technology education to women in transition and other underserved populations in the Midwest. The design includes three interrelated aspects: (1) technology education, (2) web/mobile app development, and (3) original empirical research. The research team will offer hybrid (online and offline) technology training programs to 300 women in transition in Kansas and Missouri. Learners will attend weekly face-to-face technology classes at different levels (introductory, intermediate, and advanced) at public libraries. A member-only online site and an accompanying mobile application for online tutorials and virtual meet-ups will enhance exposure to different types of technologies. Starting with interest-based technology topics including online resume building, information verification, and identity protection, the team will introduce women to deeper STEM topics including elementary coding skills and computational thinking. Empirical research will examine how different modalities of offering technology education are associated with learning outcomes for women participating in the program and the association of increasing knowledge and skills in digital technologies with self-efficacy, perceived social support, employment, and reduced recidivism.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.

该项目在发展非正式的STEM学习（AISL）计划中的创新旨在通过创新和包容技术教育的方法来扩展服务不足的人群中的STEM教育。该项目旨在增强技术的知识和舒适感，并在以前被监禁并寻求重新进入劳动力或适应其生活以外的刑事司法系统（“过渡中的妇女”）之外的妇女中发展计算思维。尽管妇女已成为监禁人口中增长最快的部分，但监狱教育和再入计划并没有做好充分的准备来应对这种涌入。过渡时期的妇女很少受到STEM教育的影响，在监狱中，她们通常与数字世界隔离。因此，他们在访问和使用快速变化的数字技术方面面临着监禁后的挑战。在此背景下，这个为期三年的技术教育项目将旨在帮助堪萨斯州和密苏里州过渡的妇女发展与工作应用和监管后调整相关的STEM技能。该项目可以用作建立基于证据的劳动力准备工作的模板，并且并发在线同行网络和应用程序开发也可能有助于适应和扩展到其他地区以及其他类似数字弱势群体的人群。该项目由AISL计划提供资金，该计划旨在推进对非正式环境中STEM学习的设计和开发的新方法和基于证据的理解。这包括提供多种途径，以扩大对STEM学习经验的访问和参与度，推进对非正式环境中STEM学习的创新研究和评估，以及对参与者进行更深入的学习的理解。项目设计是由研究团队的过去经验所启发的，从而为过渡时期的女性提供了技术教育，并在中西部地区提供了其他不受欢迎的人群。该设计包括三个相互关联的方面：（1）技术教育，（2）Web/移动应用程序开发以及（3）原始经验研究。研究团队将为堪萨斯州和密苏里州的300名妇女提供混合（在线和离线）技术培训计划。学习者将在公共图书馆参加不同级别（入门，中级和高级）的每周面对面技术课程。仅限会员在线网站以及随附的在线教程和虚拟聚会的移动应用程序将增强对不同类型技术的接触。从基于兴趣的技术主题（包括在线简历建设，信息验证和身份保护）开始，该团队将向女性介绍更深层次的STEM主题，包括基本的编码技能和计算思维。实证研究将研究提供技术教育的不同方式与参与该计划的妇女的学习成果以及与自我效能感，感知的社会支持，就业和累犯的越来越多的知识和技能的关联有关。该奖项反映了NSF的法定任务，并通过评估范围来评估基金会的范围和广泛的基础构成基金会的支持和宽广的支持。

项目成果

Role of academia to create Re-entry pathways in computing

学术界在计算领域创建重入路径的作用

• 发表时间: 2020
• 期刊: and Technology (RESPECT ’20
• 作者: Billionniere, E.

Informal Technology Education for Women Transitioning from Incarceration

为从监禁中过渡的妇女提供非正式技术教育

• DOI: 10.1145/3425711
• 发表时间: 2021
• 期刊: ACM Transactions on Computing Education
• 影响因子: 2.4
• 作者: Seo, Hyunjin;Altschwager, Darcey;Choi, Baek-young;Song, Sejun;Britton, Hannah;Ramaswamy, Megha;Schuster, Bernard;Ault, Marilyn;Ayinala, Kaushik;Zaman, Rafida
• 通讯作者: Zaman, Rafida

Toward Digital Equity: Technology Education for Underserved Populations

迈向数字公平：针对服务不足人群的技术教育

• 发表时间: 2019
• 期刊: IEEE International Smart Cities Conference
• 作者: Baek-Young Choi, Sejun Song

Digital divide and marginalized women during COVID-19: a study of women recently released from prison

• DOI: 10.1080/1369118x.2021.1963462
• 发表时间: 2021-08-05
• 期刊: INFORMATION COMMUNICATION & SOCIETY
• 影响因子: 4.2
• 作者: Blomberg, Matt;Altschwager, Darcey;Nwachukwu, Maxine
• 通讯作者: Nwachukwu, Maxine

Debugging the Diversity Gap: (Re-)entry Initiatives in Emerging Technologies for Women

消除多样性差距：女性（重新）进入新兴技术领域的举措

• 发表时间: 2021
• 期刊: Association for Computing Machinery’s Special Interest Group on Computer Science Education Technical Symposium
• 作者: Billionniere, Elodie;Rahman, Farzana;Marshall, Brandeis;Seo, Hyunjin;Forman, Tami
• 通讯作者: Forman, Tami