Fostering STEM identify development through localized engineering for LGBTQ+ youth displaced by housing insecurity

通过针对因住房不安全而流离失所的 LGBTQ 青年的本地化工程，促进 STEM 确定发展

• 批准号: 2148739
• 负责人: Jennifer DeBoer
• 金额: $ 39.49万
• 依托单位: Purdue University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-07-15 至 2025-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2148739&HistoricalAwards=false
• 关键词: Fostering; STEM; identify; development; through

The project will develop and research a model for engaging LGBTQ+ youth experiencing housing insecurity in an engineering education program. This research program explicitly broadens engineering and STEM participation through a three-year Design-Based Research study. The team will collaboratively tailor their existing “Localized Engineering in Displacement (LED)” curriculum to and with LGBTQ+ runaway/homeless youth at a residential center in Indianapolis. The LED curriculum uses Active, Blended, Collaborative, and Democratic pedagogy to support learners in identifying a technical problem they see around them, studying relevant STEM principles, and coming up with a solution they can use. The educational technology kit (EngStarter) provides adaptable tools for learners to use. The team will integrate practice and research and study the development of youth identities, learning experiences, and technology engagement. Enabling LGBTQ+ runaway/homeless youth will have large individual and social impacts, expanding opportunities for this specific population to choose STEM pathways, become self-reliant individuals, translate their assets and potential into community development, and in turn support more youth in the future. LGBTQ+ runaway/homeless youth are often characterized as an exceptionally vulnerable population with the intersectionality of sexual orientation and gender, as well as race/ethnicity and class, and research has overemphasized the deficits of these young people. This project, therefore, uses an asset orientation in its theoretical and methodological stance. Through a three-year Design-Based Research (DBR) study, the project team will collaboratively design and contextualize a localized engineering program consisting of a curriculum (“Localized Engineering in Displacement”), a pedagogy (“Active, Blended, Collaborative, and Democratic” learning), and a technology (“EngStarter,” a versatile educational lab kit). Students are asked to identify, scope, and iteratively generate and test solutions to a problem around them (“localized”), proceeding through the tailored LED curriculum to learn relevant skills and lead decision-making. The team will collaborate with Trinity Haven Transitional Home for LGBTQ+ Youth in Indianapolis and co-design the localized engineering program, the technology tools appropriate for the context, and the research. The research team will use DBR, given its unique nature, to link practice and research to foster collaborative participation throughout the program cycle. The project will address questions regarding (1) identity negotiation, construction and resolution experience and strategies: (1) (a). What identities do LGBTQ+ Youth experiencing housing insecurity negotiate and resolve by participating in a localized engineering in displacement program? (b) What strategies are employed by youth in negotiating and constructing an engineering identity? (c). What are the identities developed by teachers engaging in the program? (2) Unique LGBTQ+ runaway/homeless youth experiences and construction of multiple STEM pathways: (2) (a) What are the experiences of youth participating in a localized engineering in displacement educational program addressing community issues? (b) In what ways does the program inform and augment choices of STEM workforce pathways for youth? (c) What are the interactions and experiences of a local teacher embedded with youth? (3) technology’s role and expertise of youth: (3) (a) What are the roles and realized affordances of the EngStarter technology in the negotiation of engineering identity? (b) What are design modifications youth make to contextualize educational technology for their needs? (c) What is the process by which teachers develop ICT self-efficacy with EngStarter? The research will use quantitative and qualitative research methods to iteratively develop the program model. The project is funded by the Innovative Technology Experiences for Students and Teachers (ITEST) program, which supports projects that build understandings of practices, program elements, contexts, and processes contributing to increasing students' knowledge and interest in science, technology, engineering, and mathematics (STEM) and information and communication technology (ICT) careers.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.

该项目将开发和研究一种模型，让经历住房不安全的 LGBTQ+ 青年参与工程教育计划。该研究计划通过为期三年的基于设计的研究，明确扩大了工程和 STEM 的参与范围。在印第安纳波利斯的一个住宅中心，为 LGBTQ+ 离家出走/无家可归的青少年开设了“位移工程 (LED)”课程。 LED 课程采用主动、混合、协作和民主的教学法来支持学习者识别技术问题。他们观察周围的情况，研究相关的 STEM 原理，并提出一个可以使用的解决方案。该团队将提供适应性强的工具供学习者使用，并研究青少年身份的发展。让 LGBTQ+ 离家出走/无家可归的青少年能够产生巨大的个人和社会影响，为这一特定人群提供更多选择 STEM 途径、成为自力更生的个人、将他们的资产和潜力转化为社区发展的机会，进而增加社区发展的机会。支持更多青年未来，LGBTQ+ 离家出走/无家可归的青少年通常被认为是具有性取向和性别、种族/民族和阶级交叉性的异常弱势群体，因此，研究过分强调了这些年轻人的缺陷。通过为期三年的基于设计的研究（DBR）研究，项目团队将协作设计并具体化由课程组成的本地化工程计划（“本地化工程”）的理论和方法论立场。学生们被要求识别、确定范围、迭代地生成和测试他们周围问题的解决方案（“本地化”），通过定制的 LED 课程学习相关技能并领导决策。该团队将与 Trinity Haven Transitional Home 合作。为印第安纳波利斯的 LGBTQ+ 青年共同设计本地化鉴于其独特的性质，研究团队将使用 DBR 将实践和研究联系起来，以促进整个项目周期的协作参与。身份协商、构建和解决经验及策略：(1) (a) 经历不安全感的 LGBTQ+ 青年通过参与本地化的搬迁工程来协商和解决哪些身份？ （三）。参与该计划的教师所形成的身份？ (2) 独特的 LGBTQ+ 离家出走/无家可归青年经历以及多种 STEM 路径的构建：(2) (a) 青年参与解决社区问题的本地化流离失所工程教育计划的经验是什么？ (b) 该计划如何为青年人提供信息并扩大 STEM 劳动力路径的选择？ (c) 当地教师与青年人的互动和经验是什么？ (3) 技术的作用和青年人的专业知识：(3) （一）有哪些角色以及 EngStarter 技术在工程身份谈判中的可供性？ (b) 青年设计者会做出哪些修改来将教育技术融入到他们的需求中？ (c) 教师通过 EngStarter 培养 ICT 自我效能感的过程是什么？研究将使用定量和定性研究方法迭代开发项目模型，该项目由学生和教师创新技术体验 (ITEST) 项目资助，该项目支持建立对实践、项目要素、背景和内容的理解的项目。有助于增加学生对科学、技术、工程和数学 (STEM) 以及信息和通信技术 (ICT) 职业的知识和兴趣的过程。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力评估进行评估，被认为值得支持优点和更广泛的影响审查标准。