Transfer Advocacy Groups: Transforming Culture to Support Community College Transfer Students of Color in Undergraduate Physics

转学倡导团体：转变文化以支持社区学院本科物理有色人种转学生

• 批准号: 2224295
• 负责人: Vashti Sawtelle
• 金额: $ 165.97万
• 依托单位: Michigan State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-05-01 至 2028-04-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2224295&HistoricalAwards=false
• 关键词: Transfer; Advocacy; Groups; Transforming; Culture

Over the past decade nearly half of all post-secondary students of color have attended community colleges. This project is a collaboration of two institutions, San Jose State University and Michigan State University. The project aims to address the urgent need to support community college transfer students of color in science, technology, engineering, and mathematics (STEM) fields by transforming the receiving baccalaureate granting institutions. Changing this racialized transfer function requires understanding and transforming the institutional culture around transfer in STEM at both the sending and receiving institutions. By partnering with transfer students of color as design partners, the goal of this project is to craft support for new-to-campus transfer students of color in STEM by engaging in university institutional change efforts.This project will create Transfer Advocacy Groups (TAGs) which are collaborations of faculty, students, and advisors working to implement interventions to support transfer students of color in STEM and promote a transfer receptive culture. The project focuses on transfer students of color majoring in physics as well as students of color taking introductory physics classes at both institutions. The scope of the project includes documenting the experiences of transfer students of color, a population that is largely absent from the literature on racialized experiences in undergraduate STEM. The data collected will allow the lived experience and perspectives of transfer students of color to be centered in the work of the TAGs and provides an understanding of the extent to which institutional change addresses their needs and realities. Analyses of research conducted in collaboration with transfer students of color as well as research with respect to institutional policies and practices will inform the work of the TAGs at each institution. TAGS will collaborate with key stakeholders to implement changes in the universities. Through these activities, the project aims to transform culture at both departmental and college levels so it is more transfer-receptive and supportive others partnering with transfer students of color on institutional change efforts. This collaborative project is funded through the Racial Equity in STEM Education program (EDU Racial Equity). The program supports research and practice projects that investigate how considerations of racial equity factor into the improvement of science, technology, engineering, and mathematics (STEM) education and workforce. Awarded projects seek to center the voices, knowledge, and experiences of the individuals, communities, and institutions most impacted by systemic inequities within the STEM enterprise. This program aligns with NSF’s core value of supporting outstanding researchers and innovative thinkers from across the Nation's diversity of demographic groups, regions, and types of organizations. Programs across EDU contribute funds to the Racial Equity program in recognition of the alignment of its projects with the collective research and development thrusts of the four divisions of the directorate. This collaborative project is co-funded through the Division of Physics. The Division of Physics (PHY) supports physics research and the preparation of future scientists in the nation’s colleges and universities across a broad range of physics disciplines that span scales of space and time from the largest to the smallest and the oldest to the youngest.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.

在过去的十年中，几乎一半的彩色后学生都参加了社区大学。该项目是两个机构的合作，分别是圣何塞州立大学和密歇根州立大学。该项目旨在解决迫切需要通过转换接收学士学位授予机构的科学，技术，工程和数学（STEM）领域的颜色教学专业学生。改变这种种族化的转移功能需要在发送和接收机构的STEM转移周围的机构文化中理解和转变。通过与“设计合作伙伴”的颜色转移学生合作，该项目的目标是通过参与大学机构变革的努力来为STEM中的新校园转移学生提供支持。该项目将创建转移倡导小组（TAG），这些项目是教师，学生和顾问的协作，旨在为STEM和促进传送文化的造物提供干预措施。该项目着重于物理学专业的转学学生以及在这两个机构的物理课程中介绍物理课程的学生。该项目的范围包括记录有色人种的转移学生的经验，这一人群在很大程度上缺乏有关本科生种族化经历的文献。收集到的数据将允许颜色转移学生的实时经验和观点以标签的工作为中心，并提供理解机构变更满足其需求和现实的程度。与机构政策和实践的研究分析以及与机构政策和实践的研究进行的研究分析将为每个机构的标签提供工作。标签将与主要利益相关者合作，以实施大学的变更。通过这些活动，该项目旨在改变部门和大学级别的文化，因此，与其他与有色人种的转移学生合作，在机构变革工作方面更受感染和支持的其他人。该协作项目是通过STEM教育计划（EDU种族资产）的种族平等资金来资助的。该计划支持研究和实践项目，这些项目研究了对种族资产的考虑如何改善科学，技术，工程和数学（STEM）教育和劳动力。授予的项目旨在将个人，社区和机构的声音，知识和经验集中在STEM企业中最受系统性不平等影响。该计划符合NSF的核心价值，即支持来自全国各种人口群体，地区和组织类型的杰出研究人员和创新思想家。 EDU的计划为种族权益计划贡献了资金，以表彰其项目与该局四个部门的集体研究和发展力量的一致性。该协作项目是通过物理部门共同资助的。物理学（PHY）的划分支持物理研究以及该国大学和大学未来科学家的准备，这些物理学学科跨越了从最大到最小的时空规模，最年轻到最年轻的时空范围，该奖项反映了NSF的法定任务，并通过评估了基金会的评估，并通过评估了基金会的评估和广泛的评估。