Identifying Systemic Racism in Mathematics Teacher Education: Building a Cross-Site Community with Preservice Teachers of Color

识别数学教师教育中的系统性种族主义：与有色人种职前教师建立跨站点社区

• 批准号: 2314893
• 负责人: Peter Eley
• 金额: $ 34.38万
• 依托单位: Alabama A&M University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-10-01 至 2028-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2314893&HistoricalAwards=false
• 关键词: Identifying; Systemic; Racism; Mathematics; Teacher

This project will make significant contributions to racial equity in STEM by identifying and describing forms of systemic racism inherent in mathematics teacher education programs (MTEPs). Racialized mathematics teaching practices are systemic in elementary mathematics classrooms, and the impacts of systemic inequities in K-12 mathematics education both deter students from diverse backgrounds from becoming interested in math, reducing their likelihood of engaging in STEM; and affect students’ identities by devaluing or erasing their diverse cultural backgrounds and perspectives. Since teachers are the key to ensuring racial equity in classrooms, identifying racialized mathematics experiences must begin with mathematics teacher education programs. In this innovative study, a project team comprised of mathematics teacher educators of color (MTECs) will collaborate with 12-15 Preservice Teachers of Color (PTOCs), in authentic partnership, from three unique MTEPs (at an HBCU, an HSI, and a PWI) to form a cross-site Critical Mathematics Professional Learning Community (CMPLC). By documenting PTOCs’ racialized mathematics experiences across three sites, the project will: (1) gather fundamental knowledge on the racialized mathematical learning and teaching experiences of PTOCs, (2) build knowledge of racialized mathematics experiences and their overall impact on the preparation of PTOCs, and (3) inform teacher education programs across content and contexts. As Black and Latinx scholars with extensive experience in teacher education, the project team conceptualized this creative project to illuminate new ways of nourishing and affirming PTOCs’ racial identities and cultural strengths in mathematics teacher education.The project team will collaborate with participating PTOCs to analyze data generated from focus groups, individual interviews, CMPLC conversations, journals, and field notes using interpretative phenomenology analysis, case study methodology, and thematic analysis. Participating PTOCs’ students, especially the culturally and linguistically diverse students in their classrooms, will benefit from this project by receiving increased opportunities to learn mathematics in ways that bolster their STEM identities. The project will fill a gap in the research literature by: (1) increasing the knowledge on the mathematics teacher preparation of PTOCs; (2) centering the voices and experiences of PTOCs and mathematics teacher educators of color in a cross-racial and cross-cultural project; and (3) bringing unique perspectives to the design, implementation, evaluation, and dissemination of findings about both our own experiences and those of PTOCs, as a PI team composed entirely of MTECs. By attaining a deeper understanding of PTOCs’ mathematics learning experiences, we advance racial equity by exposing racist teaching practices that disadvantage historically marginalized students and identifying changes in teacher education that will identify and address practices that obstruct racial equity in STEM.This collaborative project is funded through the Racial Equity in STEM Education activity (EHR 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 ofsupporting 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 thecollective research and development thrusts of the four divisions of the directorate. The Robert Noyce Teacher Scholarship program contributed to the funding of this project.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.

该项目将通过识别和描述数学教师教育计划（MTEPS）固有的系统性种族主义形式来为STEM中的种族平等做出重大贡献。种族化的数学教学实践在基础数学课堂上是系统性的，并且在K-12数学教育中系统性不平等的影响都确定来自潜水员背景的学生在数学上变得有趣，从而降低了他们参与STEM的可能性；并通过贬值或消除各种文化背景和观点来影响学生的身份。由于教师是确保课堂上种族平等的关键，因此确定种族化的数学经验必须始于数学教师教育计划。在这项创新的研究中，一个项目团队完成了数学教师教育用户（MTECS）将与12-15个彩色前教师（PTOCS）合作，由三个独特的MTEPS（在HBCU，HBCU，HSI，HSI和A PWI）组成一个交叉站点关键的数学专业社区（CMSPL）。通过记录PTOC在三个网站上的种族化数学经验，该项目将：（1）收集有关PTOC的种族化数学学习和教学经验的基本知识，（2）建立对种族化数学经验的知识及其对PTOC的整体影响，以及跨越内容的教师教育计划的整体影响。由于黑人和拉丁裔学者在教师教育方面拥有丰富的经验，该项目团队概念化了这个创造性的项目，以阐明滋养和确认PTOCS在数学教师教育中的种族认同和文化优势的新方法主题分析。参与PTOC的学生，尤其是在课堂上的文化和语言多样化的学生，将通过获得更多的机会来学习数学的机会，以增强其STEM身份。该项目将通过以下方式填补研究文献的空白：（1）增加对PTOC数学教师准备的知识； （2）以跨种族和跨文化项目中的PTOC和数学教师教育者的声音和经历为中心； （3）将独特的观点带入了有关我们自己的经验和PTOC的发现的设计，实施，评估和传播，作为完全由MTEC组成的PI团队。通过对PTOCS的数学学习经验有了更深入的了解，我们通过暴露种族主义教学实践来提高种族平衡，这些实践不利于历史上边缘化的学生并确定教师教育的变化，这些变化将识别和解决妨碍STEM中种族公平的实践。该活动支持研究和实践项目，这些项目调查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。这项活动符合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的计划为种族平等活动提供资金，以表彰其项目与该局四个部门的集体研究和发展力的一致性。罗伯特·诺伊斯（Robert Noyce）教师奖学金计划为该项目的资助做出了贡献。该奖项反映了NSF的法定任务，并使用基金会的知识分子优点和更广泛的影响审查标准，被认为是通过评估来获得珍贵的支持。