CAREER: Surfacing deeply-held beliefs about gender- and race-based minoritization in engineering

职业：揭示工程领域基于性别和种族的少数化的根深蒂固的信念

基本信息

批准号：
1943934
负责人：
Emily Dringenberg
金额：
$ 59.71万
依托单位：
Ohio State University
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2020
资助国家：
美国
起止时间：
2020-08-01 至 2025-07-31
项目状态：
未结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1943934&HistoricalAwards=false
关键词：
CAREER Surfacing deeply held beliefs

项目摘要

Women and people of color remain systematically excluded from engineering. This problem is due, in part, to the deeply-held beliefs that people in positions of power hold about race and gender. However, such deeply-held beliefs often remain outside of a person’s conscious awareness. This CAREER project will contribute to broadening participation in engineering by 1) analyzing the beliefs that engineering faculty, staff and administrators hold about why minoritization of women and people of color endures in engineering culture, 2) analyzing how they justify these beliefs, and 3) characterizing the experiences that they recognize as key to their evolution. These research contributions will directly inform the design of meaningful opportunities for others (engineering educators or members of society more broadly) to surface and critically reflect on their deeply-held beliefs in order to evolve towards ever-increasingly inclusive conduct, especially with respect to race- and gender- based minoritization in engineering.Prior work on broadening participation in engineering has primarily focused on understanding minoritized students and their experiences, commonly from a deficit perspective. This CAREER project takes a complementary approach by focusing on race or gender-based majority-group (male and/or white) engineering faculty, staff and administrators who are recognized as proponents of diversity and inclusion by a member of a minoritized group. The motivation for studying these privileged individuals includes the following: (i) the vast majority of engineering faculty and administrators belong a racial and/or gender majority group, so efforts to broaden participation must enable their development as inclusive educators, (ii) the privileges associated with their majority-group status(es) potentially allow them to evolve without ever critically reflecting on how their socialization has enabled beliefs that maintain racist and sexist educational systems, (iii) their decisions shape the design and implementation of undergraduate engineering education programs, and (iv) they have the systemic power to shift engineering culture more broadly. Methodologically, the research will include a series of in-depth, semi-structured interviews with participants framed by Argumentative Thinking as a way to access deeply-held beliefs and Narrative Analysis in order to situate beliefs within an individuals’ salient life experiences. The research findings will inform the design and implementation of professional development opportunities targeting other majority-group educators to take responsibility for disrupting the problematic status quo for participation in engineering by surfacing and critically reflecting on their own deeply-held beliefs. By understanding how to effectively surface and potentially change the deeply-held beliefs of majority-group engineering educators, this project is a critical step for broader change toward a culture where majority-group members hold each other accountable for broadening participation in engineering.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.

妇女和有色人种仍在系统地排除工程。这个问题部分归因于深深的信念，即处于种族和性别方面的人们存在。但是，这种深厚的信念通常仍然超出一个人的意识。该职业项目将通过1）分析工程教师，员工和管理人员认为为什么少数妇女和有色人种在工程文化中持续的妇女和人民的信念，有助于扩大工程学的参与，2）分析他们如何证明这些信念的合理性，3）表征他们认识到其进化的关键的经历。这些研究的贡献将直接为他人（工程教育者或社会上更广泛地）的有意义的机会提供浮出水面的设计，并批判性地反思他们深深的信念，以发展朝着不断增强的包容性的行为发展，尤其是在竞赛中基于种族和性别的少数群体中，在工程领域的基于种族和性别的少数群体。该职业项目通过专注于种族或基于性别的多数群体（男性和/或白人）工程学院，员工和管理人员的全面方法，他们被少数群体成员公认为多样性和包容性的支持者。研究这些特权个人的动机包括以下内容：（i）绝大多数工程教师和管理人员属于种族和/或性别多数群体，因此扩大参与的努力必须使他们的发展成为包容性教育者，（ii）特权，（ii）与他们的多数群体状态相关的特权，而无需允许他们的社交态度，使他们的社交态度越来越棘手，使他们能够保持态度，以至于对社交的态度构成了态度，以至于对社会化的态度构成了态度，以至于能够使他们的社交态度构成态度。（iii）他们的决策塑造了本科工程教育计划的设计和实施，并且（iv）他们具有更广泛地转移工程文化的系统性力量。从方法上讲，该研究将包括一系列深入的，半结构化的访谈，以争论性思维为框架的参与者，作为一种访问深厚的信念和叙事分析的方式，以便在个人的显着生活经验中置于信念。该研究结果将为针对其他主要团体教育者的专业发展机会的设计和实施提供信息，以承担破坏有问题的现状，从而通过浮出水面来参与工程，并认真地反思自己的深厚信念。通过了解如何有效地浮出水面并有可能改变多数群体工程教育者的深层信念，该项目是对多数派成员相互负责的文化更大变化的关键步骤，该奖项反映了NSF的法规使命，这反映了通过基金会的知识绩效和广泛的cristia的评估，这一奖项被认为是通过评估来支持的。