Postdoctoral Fellowship: STEMEdIPRF: Understanding instructor and student concepts of race to measure the prevalence of race essentialism in biology education

博士后奖学金：STEMEdIPRF：了解教师和学生的种族概念，以衡量生物教育中种族本质主义的流行程度

• 批准号: 2327488
• 负责人: Paula Adams
• 金额: $ 28.34万
• 依托单位: Auburn University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2024
• 资助国家: 美国
• 起止时间: 2024-01-01 至 2025-12-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2327488&HistoricalAwards=false
• 关键词: Postdoctoral; Fellowship; STEMEdIPRF; Understanding; instructor

Race essentialism is the incorrect belief that race is an inherent biological characteristic resulting in distinct race categories. While race essentialism has been shown to be correlated with increased bias, stereotypes, and prejudice, improving student understandings of race has been shown to lower these distorted beliefs. This project is designed to serve the national interest by assessing beliefs about race of STEM instructors and students, increasing awareness of intersectionality, and developing recommendations targeting misconceptions about race in the classroom. These recommendations will ultimately inform improvements in STEM education which is of significance to teaching race and ethnicity and could result in more accurate understandings of race in society. This project measures undergraduate biology instructors’ and students’ concepts of race and combine this information with existing biology education literature and recommendations from experts in diversity, equity, and inclusion to create comprehensive guidelines for teaching race and ancestry in undergraduate biology through anti-essentialist and culturally relevant lenses. Racial biases directly harm historically marginalized and excluded communities, but little is known about how race concepts are perceived by individual faculty and students or reinforced by curricular materials. While virtually all current research supports a socially constructed view of race, race essentialism is still prevalent among the public and within scientific research. STEM educators in biology are in a unique position to counteract essentialist views of race and have a positive impact on both our students as well as the broader society. This project is designed to accomplish the following goals: (1) Explore the educational practices and beliefs of STEM instructors who teach biology, (2) Analyze the race concepts of undergraduate biology students and how they respond to instruction on these topics, (3) Expand upon instructor and student race concepts (1&2) with in-depth interviews of students and instructors, and (4) Create and disseminate new guidelines to address these issues by identifying gaps and missteps in biology education related to race. This project will improve STEM Education by creating a summary of the ways race and ancestry are taught in biology courses and by developing guidelines and recommendations that target specific race misconceptions. This project is supported by NSF’s STEM Education Postdoctoral Research Fellowship (STEM Ed PRF) Program with co-funding from The Kaleta A. Doolin Foundation. The STEM Education Postdoctoral Research Fellowship (STEM Ed PRF) program that aims to enhance the research knowledge, skills, and practices of recent doctorates in STEM, STEM education, education, and related disciplines to advance their preparation to engage in fundamental and applied research that advances knowledge within the field. The Kaleta A. Doolin Foundation through a partnership with the National Science Foundation seeks to promote greater diversity within the STEM/STEM education research workforce.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.

种族本质主义是不正确的信念，即种族是一种固有的生物学特征，导致不同的种族类别。尽管种族本质主义已被证明与增加的偏见，刻板印象和偏见相关，但已证明对学生对种族的理解提高可降低这些扭曲的信念。该项目旨在通过评估对STEM讲师和学生种族的信念，提高人们对交叉口的认识以及针对课堂上的竞赛的无意识的建议来满足国家利益。这些建议最终将为STEM教育的改进提供信息，这对于教学种族和种族具有重要意义，并可能导致对社会种族的更准确的理解。该项目衡量了本科生物学讲师和学生的种族概念，并将这些信息与现有的生物学教育文献以及多样性，公平和包容专家的建议相结合，以通过反本质主义者和文化相关的镜头来创建有关本科生物学教学种族和血统的全面指南。种族偏见直接损害历史上被边缘化和被排除的社区，但对个人教职员工和学生如何看待种族概念或被当前材料加强的知识知之甚少。尽管实际上所有当前的研究都支持了一种社会建构的种族观点，但种族本质主义仍然在公众和科学研究中普遍存在。生物学方面的STEM教育者处于抵制种族本质主义观点的独特地位，并对我们的学生和更广泛的社会产生积极影响。该项目旨在实现以下目标：（1）探索教授生物学的STEM讲师的教育实践和信念，（2）分析本科生物学学生的种族概念，以及他们如何对这些主题的指导做出反应，（3）扩展教师和学生种族概念（1＆2）通过对学生和教师进行详细介绍（1＆2），并介绍新的指南和教师（4），并（4）介绍（4），以及（4），并介绍了新的指南（4），并（4）介绍（4），以及（4），（4）介绍（4）的新指南（4）与种族有关的生物学教育。该项目将通过摘要在生物学课程中教授种族和血统的方式，并制定针对特定种族误解的准则和建议，从而改善STEM教育。该项目得到了NSF的STEM教育博士后研究奖学金（STEM ED PRF）计划，并获得了Kaleta A. Doolin基金会的共同资助。 STEM教育博士后研究奖学金（Stem Ed PRF）计划旨在增强STEM，STEM教育，教育，教育和相关学科的最新研究知识，技能和实践，以促进他们的准备工作，从而从事该领域内进步的基本和应用研究。 Kaleta A. Doolin基金会通过与国家科学基金会建立合作伙伴关系，旨在促进STEM/STEM教育研究工作人员中的更大多样性。该奖项反映了NSF的法定任务，并被认为是通过基金会的智力优点和更广泛的影响来通过评估来获得的支持。