Using storytelling and a justice oriented STEM after-school club as critical tools for cultivating African American youths' STEM identities

利用讲故事和以正义为导向的 STEM 课后俱乐部作为培养非裔美国青少年 STEM 身份的重要工具

• 批准号: 2214740
• 负责人: Renee Lyons
• 金额: $ 191.7万
• 依托单位: Clemson University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-08-01 至 2027-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2214740&HistoricalAwards=false
• 关键词: Using; storytelling; justice; oriented; STEM

This Innovations in Development project explores radical healing as an approach to create after-school STEM programming that welcomes, values and supports African American youth to form positive STEM identities. Radical healing is a strength-based, asset centered approach that incorporates culture, identity, civic action, and collective healing to build the capacity of young people to apply academic knowledge for the good of their communities. The project uses a newly developed graphic novel as a model of what it looks like to engage in the radical healing process and use STEM technology for social justice. This graphic novel, When Spiderwebs Unite, tells the true story of an African American community who used STEM technology to advocate for clean air and water for their community. Youth are supported to consider their own experiences and emotions in their sociopolitical contexts, realize they are not alone, and collaborate with their community members to take critical action towards social change through STEM. The STEM Club activities include mentoring by African American undergraduate students, story writing, conducting justice-oriented environmental sciences investigations, and applying the results of their investigations to propose and implement community action plans. These activities aim to build youth’s capacity to resist oppression and leverage the power of STEM technology for their benefit and that of their communities. Clemson University, in partnership with the Urban League of the Upstate, engages 100 predominantly African American middle school students and 32 African American undergraduate students in healing justice work, across two youth-serving, community-based organizations at three sites. These young people assume a leadership role in developing this project’s graphic novel and curriculum for a yearlong, after-school STEM Club, both constructed upon the essential components of radical healing. This project uses a qual→quant parallel research design to investigate how the development and use of a graphic novel could be used as a healing justice tool, and how various components of radical healing (critical consciousness, cultural authenticity, self knowledge, radical hope, emotional and social support, and strength and resilience) affect African American youths’ STEM identity development. Researchers scrutinize interviews, field observations, and project documents to address their investigation and utilize statistical analyses of survey data to inform and triangulate the qualitative data findings. Thus, qualitative and quantitative data are used to challenge dominant narratives regarding African American youth’s STEM achievements and trajectories. The project advances discovery and understanding of radical healing as an approach to explicitly value African Americans’ cultures, identities, histories, and voices within informal STEM programming.This award is funded by the Advancing Informal STEM Learning (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 experiencesThis 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.

开发项目中的这种创新是创建课后茎节目的方法，欢迎非裔美国人青年人形成积极的茎。 Ople将学术知识应用于其社区的能力。在社交活动的环境中，美国的经验和情感融合了他们的经历，情感和情感，他们并不孤单，并与非洲美国裔美国人不属于社会的社会活动进行彻底的批判性行动。学生写作，以司法为导向的环境科学界限，并运用建议和隐含的社区行动计划的结果。 100个美国学校的学生32非裔美国人的本科生治疗司法工作，跨越了H-Serving，在三个地点的社区组织。可以像治愈司法工具一样ASED，以及激进的治愈培养基的各种组成部分以及力量和韧性如何影响美国年轻人的STEM身份发展和项目文件，以解决他们的调查和实用性分析以告知和提供调查数据。因此，d量化的量化数据是关于非裔美国人的STEM成就和轨迹的主导叙述。通过前进的非正式STEM学习（AISL）计划，该计划旨在提高对设计和学习非正式环境的新方法和基于证据的理解。反映了NSF的法定任务，并值得支持Thalugh评估USATITI ONTELLECTUAL CEATITUAL和更广泛的影响标准。