Collaborative Research: Increasing Inclusion and Equity of Minoritized STEM Faculty: Examining the Role of Epistemic Exclusion in Scholar(ly) Evaluation Practices

合作研究：增加少数 STEM 教师的包容性和公平性：检验认知排斥在学者评估实践中的作用

• 批准号: 2300166
• 负责人: Isis Settles
• 金额: $ 116.77万
• 依托单位: Regents of the University of Michigan - Ann Arbor
• 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: 2023-08-01 至 2028-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2300166&HistoricalAwards=false
• 关键词: Collaborative; Research; Increasing; Inclusion; Equity

The proposed project examines whether and how epistemic exclusion, a form of scholarly devaluation, is a barrier to the full inclusion and participation of women faculty and faculty of color in STEM. Epistemic exclusion occurs when disciplinary biases defining what STEM scholarship is valued are coupled with negative stereotypes about productivity and commitment of individuals based on their social identities to produce unfair evaluation processes. Because many faculty career outcomes (such as hiring, tenure, promotion, and leadership opportunities) are determined by research productivity metrics, research evaluation biases can impact interest, retention, and success in STEM research careers. The focus on scholarly work as a site of devaluation extends prior work on interpersonal forms of exclusion (e.g., social exclusion) in STEM education and research contexts. This knowledge is important for informing the development of individual and systemic level interventions to broaden participation in STEM.The study will: 1) examine whether the level of epistemic exclusion among STEM faculty varies depending on scholars’ identities and career stage; 2) determine how experiences of epistemic exclusion affect STEM faculty careers; and 3) examine how consequences of epistemic exclusion vary depending on STEM scholars’ identities and career stage. This project will survey of 1800 tenure track STEM faculty at U.S. R1 and R2 universities nationally and hold focus groups of a subsample surveyed. The focus groups will explore how epistemic exclusion is uniquely experienced, understood, and impactful by career stage (early, mid, senior). This work builds on prior work by the research team that developed and validated the Faculty Epistemic Exclusion (FEE) Scale. This research will make significant intellectual contributions including the exploration of a new area of study for researchers interested in issues of fairness and inclusion in STEM education and research environments. This project is supported by NSF's EHR Core Research (ECR) program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad, and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development. The program supports the accumulation of robust evidence to inform efforts to understand, build theory to explain, and suggest intervention and innovations to address persistent challenges in education.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.

拟议的项目研究了认知排斥（学术贬值的一种形式）是否以及如何成为女性教师和有色人种教师充分融入和参与 STEM 的障碍，当定义 STEM 奖学金价值的学科偏见与此相结合时，就会出现认知排斥。由于许多教师的职业成果（如招聘、终身教职、晋升和领导机会）是由研究生产力指标决定的，因此研究评估偏差会影响兴趣。 ， 保留，对学术工作作为贬值场所的关注延伸了之前在 STEM 教育和研究背景下的人际排斥形式（例如社会排斥）的研究，这些知识对于促进个人和系统的发展非常重要。该研究将：1）研究 STEM 教师的认知排斥程度是否因学者的身份和职业阶段而变化；2）确定认知排斥的经历如何影响 STEM 教师的职业生涯； 3) 研究认知排斥的后果如何根据 STEM 学者的身份和职业阶段而变化。该项目将对美国 R1 和 R2 大学的 1800 名终身教授 STEM 教师进行调查，并针对子样本进行焦点小组调查。认知排斥如何在职业阶段（早期、中期、高级）得到独特的体验、理解和影响。这项工作建立在开发和验证教师认知排斥的研究团队之前的工作基础上。 (FEE) 规模。这项研究将做出重大智力贡献，包括为对 STEM 教育和研究环境中的公平和包容性问题感兴趣的研究人员探索新的研究领域。该项目得到了 NSF 的 EHR 核心研究 (ECR) 的支持。 ）计划 ECR 计划强调基础 STEM 教育研究，以产生该领域的基础知识：STEM 学习和 STEM 学习环境、扩大 STEM 参与以及 STEM 劳动力发展。该计划支持积累强有力的证据，为理解、建立理论解释、建议干预和创新以解决教育中持续存在的挑战提供信息。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值进行评估，被认为值得支持以及更广泛的影响审查标准。