CAREER: BLACK-LATINX RESOURCES IN COMMUNITY-LED ENGINEERING: INVESTIGATING THE ROLE OF LANGUAGE AND CULTURE

职业：社区主导工程中的黑人拉丁裔资源：调查语言和文化的作用

• 批准号: 2239348
• 负责人: Greses Perez
• 金额: $ 60.67万
• 依托单位: Tufts 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: 2023-09-01 至 2028-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2239348&HistoricalAwards=false
• 关键词: CAREER; BLACK; LATINX; RESOURCES; COMMUNITY

Engineering develops solutions for diverse populations and to do this well we need engineers that reflect the communities they serve. However, many groups, such as Latinx/é and Black-Latinx/é, remain severely underrepresented in the discipline. Traditionally, students from underrepresented groups have felt pressure to assimilate because their own experiences are rarely legitimized neither in the classroom nor in the profession, resulting in missed opportunities for engineering and society to benefit from the creative insights these individuals can contribute. This leads to imperfect engineering design solutions with real-life consequences for those who are overlooked and for society at large. The education of engineers thus needs to explicitly incorporate the perspectives of students and their communities to pave the way for broadening notions of what it means to be an engineer and who can become one. All students have life experiences that they can build on as they learn engineering competencies. However, it is not yet well understood how exactly the learning process of developing connections between experiences and engineering works. This is particularly true for learners such as Black-Latinx/é who are often made invisible, overlooked, and rarely the center of engineering practice and research. Across three geographically and demographically diverse institutional contexts, this CAREER project will develop foundational understandings of how learners make connections between engineering practices and community practices (including language and culture) and will incorporate the lessons learned into developing a community-led pedagogical approach in engineering. The project will include learners from all races and ethnicities but also pay particular attention to Black-Latinx/é students. This project aligns with the Broadening Participation in Engineering program goal to transform learning environments for the participation and inclusion of traditionally underserved populations in STEM through research and collaborations.This project will engage students in engineering thinking and practices (e.g., applying principles of engineering design) within three community-led courses. Students will learn ways of doing engineering as they engage in real-world examples inspired by the realities, histories and traditions of Afro-Latinx/é people. The work will draw on the rightful presence framework and theories of learning in engineering. Through three comparative case studies of institutions implementing a community-led engineering approach focused on Black-Latinx/é communities, this project will answer three sets of questions on community practices, students’ learning and identity development, as well as learning environments: (1) What kinds of language and cultural practices in Black-Latinx/é communities are associated with engineering practices? (2) What language and cultural practices do Black-Latinx/é students, and others of different racial and ethnic backgrounds, develop in community-led engineering courses? (3) What features and resources in the distinct learning environments influence the development of the rightful presence of Black-Latinx/é students in engineering and how these resources support learners? To answer these questions, the project will build on theories related to the roles that language and culture play in how people learn and analyze responses to surveys, interviews, observations and journal entries for each of the cases. The data will be analyzed using a variety of techniques, ranging from constant comparative approach from the grounded theory tradition to factor analysis and analysis of variance. Beyond the seven faculty members at participating institutions and 120 students directly engaging in the community-led engineering courses, the project will share the theoretical findings and design principles of the pedagogical approach with graduate students and the 300+ engineering faculty members at the partner universities, K-12 teachers, as well as the broader community. This dissemination intends to empower faculty and teachers across the country to adapt these ideas in creating learning environments for the rightful presence of Black-Latinx students and other groups who may not see themselves reflected in STEM. This project is funded through the Racial Equity in STEM Education activity (EDU Racial Equity). The activity 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 activity 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 activity in recognition of the alignment of its projects with the collective research and development thrusts of the four divisions of the directorate.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.

工程学为不同人群开发解决方案，为了做好这一点，我们需要反映他们所服务的社区的工程师。然而，许多群体，如拉丁裔/é和黑人拉丁裔/é，在该学科中的代表性仍然严重不足。群体感到了同化的压力，因为他们自己的经验在课堂上和专业中都很少被认可，导致工程和社会错失了从这些可以贡献的创造性见解中受益的机会，这导致个人的工程设计解决方案不完美。因此，工程师的教育需要明确纳入学生及其社区的观点，为拓宽工程师的含义以及谁可以成为工程师的概念铺平道路。一. 所有学生在学习工程能力时都有可以借鉴的生活经验，但是，目前尚不清楚如何在经验和工程之间建立联系，对于像布莱克这样的学习者来说尤其如此。经常被忽视、被忽视的拉丁裔/é，这个职业项目将跨越三个地理和人口不同的机构背景，对学习者如何在工程实践和社区实践（包括语言和文化）之间建立联系产生基本的理解，并将所学到的经验教训融入到工程实践和研究的中心。制定社区主导的工程教学方法。该项目将包括来自所有种族和民族的学习者，但也特别关注黑人拉丁裔学生。该项目符合“扩大工程参与”计划的目标，旨在改变黑人的学习环境。通过研究和合作，让传统上服务不足的人群参与和融入 STEM。该项目将在三门社区主导的课程中让学生参与工程思维和实践（例如，应用工程设计原理）。学生将学习进行工程的方法。参与受非裔拉丁裔现实、历史和传统启发的现实世界例子这项工作将通过对实施社区主导的机构的三个比较案例研究来借鉴工程中的合法存在框架和学习理论。工程方法侧重于黑人拉丁裔社区，该项目将回答关于社区实践、学生学习和身份发展以及学习环境的三组问题：（1）黑人拉丁裔社区有哪些语言和文化实践？ (2) 黑人拉丁裔学生和其他不同种族和族裔背景的学生在社区主导的工程课程中发展了哪些语言和文化实践？ (3) 不同的学习环境具有哪些特征和资源？影响合法存在的发展为了回答这些问题，该项目将建立在与语言和文化在人们如何学习和分析对调查、访谈、观察和日记的反应中所发挥的作用相关的理论的基础上。除了参与机构的 7 名教职人员和直接参与的 120 名学生之外，还将使用各种技术对数据进行分析，从扎根理论传统的持续比较方法到因素分析和方差分析。社区主导的工程课程，该项目将分享与研究生和合作大学的 300 多名工程教员、K-12 教师以及更广泛的社区一起传播教学方法的理论成果和设计原则，旨在使全国各地的教职员工能够适应这些理论成果和设计原则。为黑人拉丁裔学生和其他可能无法在 STEM 中得到体现的群体创造学习环境的想法 该项目通过 STEM 教育中的种族平等活动 (EDU 种族平等) 提供资助。公平地考虑种族因素以改善科学、技术、工程和数学（STEM）教育和劳动力的实践项目获奖项目旨在集中声音，调查个人、社区和机构的知识和经验。这项活动符合 NSF 的核心价值观，即支持来自全国不同人口群体、地区和组织类型的杰出研究人员和创新思想家，并为 EDU 的种族平等活动提供资金。的认可该奖项反映了 NSF 的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。