Equitably Consequential Making among Youth from Historically Marginalized Communities

历史上边缘化社区的青年人的平等影响力

基本信息

批准号：
2021587
负责人：
Angela Calabrese Barton
金额：
$ 103.4万
依托单位：
Regents of the University of Michigan - Ann Arbor
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 2023-07-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2021587&HistoricalAwards=false
关键词：
Equitably Consequential Making among Youth

项目摘要

As part of its overall strategy to enhance learning in informal environments, the Advancing Informal STEM Learning (AISL) program funds innovative research, approaches and resources for use in a variety of settings. There are few empirical studies of sustained youth engagement in STEM-oriented making over time, how youth are supported in working towards more robust STEM related projects, on the outcomes of such making experiences among youth from historically marginalized communities, or on the design features of making experiences which support these goals. The project plans to conduct a set of research studies to develop: a theory-based and data-driven framework for equitably consequential making; a set of related individual-level and program-level cases with exemplars (and the associated challenges) that can be used by researchers and practitioners for guiding the field; and an initial set of guiding principles (with indicators) for identifying equitably consequential making in practice. The project will result in a framework for equitably consequential making with guiding principles for implementation that will contribute to the infrastructure for fostering increased opportunities to learn among all youth, especially those historically underrepresented in STEM. Through research, the project seeks to build capacity among STEM-oriented maker practitioners, researchers and youth in the maker movement around equitably consequential making to expand the prevailing norms of making towards more transformative outcomes for youth. Project research will be guided by several questions. What do youth learn and do (in-the-moment and over time) in making spaces that work to support equity in making? What maker space design features support (or work against) youth in making in equitably consequential ways? What are the individual and community outcomes youth experience in STEM-making across settings and time scales? What are the most salient indicators of equitably consequential making, how do they take shape, how can these indicators be identified in practice? The project will research these questions using interview studies and critical longitudinal ethnography with embedded youth participatory case study methodologies. The research will be conducted in research-practice partnerships involving Michigan State University, the University of North Carolina at Greensboro and 4 local, STEM- and youth-oriented making spaces in Lansing and Greensboro that serve historically underrepresented groups in STEM, with a specific focus on youth from lower-income and African American backgrounds.

作为加强非正式环境学习的整体战略的一部分，前进的非正式STEM学习（AISL）计划为在各种环境中使用的创新研究，方法和资源提供了资金。关于随着时间的流逝，如何支持青少年，如何支持年轻人朝着更强大的STEM与STEM相关的项目，关于从历史上边缘化的社区中的青年进行这种经验的结果，或者在为支持这些目标的经验的设计特征方面，如何支持年轻人，从而为更强大的STEM与STEM相关的项目提供了支持。该项目计划进行一系列研究以开发：一个基于理论和数据驱动的框架，用于公正的结果；研究人员和从业人员可以使用一组相关的个人级别和计划级别的案例（以及相关的挑战）来指导该领域；以及一组最初的指导原则（带有指标），用于识别实践中公平的结果。该项目将为实施指导原则提供一个公平性地制造的框架，这将有助于基础设施，以促进在所有年轻人中增加学习机会，尤其是那些历史上没有人为STEM的人。通过研究，该项目试图在制造商运动中建立面向茎的制造商，研究人员和青年之间的能力，以公平地造成的成果，以扩大对年轻人更具变革性成果的普遍规范。项目研究将受到几个问题的指导。青年在制造支持公平的空间方面学习和做什么（随着时间的流逝）？哪些制造商的空间设计具有支持（或与之反对）青年人的支持，以公平的相应方式进行？青年在跨环境和时间尺度上制造的人的个人和社区成果是什么？什么是最明显的结果指标，它们如何形成，如何在实践中确定这些指标？该项目将使用访谈研究和嵌入式青年参与案例研究方法研究这些问题。这项研究将在涉及密歇根州立大学，北卡罗来纳大学格林斯伯勒大学以及兰辛和格林斯伯勒的4个本地，以STEM和青年为导向的本地，以STEM和青年为导向的地方的空间中进行的研究实践合作伙伴关系，这些空间为STEM中的历史性不足群体服务，对来自下层年轻人和非洲裔青年和非裔美国人背景的特定焦点。