Fostering More Accurate and Identity-Affirming Science Teaching and Learning at Hispanic-Serving Institutions

在西班牙裔服务机构中促进更准确和身份肯定的科学教学

• 批准号: 2346653
• 负责人: Sarah Eddy
• 金额: $ 20.44万
• 依托单位: University of Minnesota-Twin Cities
• 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 2026-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2346653&HistoricalAwards=false
• 关键词: Fostering; More; Accurate; Identity; Affirming

This project aims to serve the national interest by increasing and diversifying the STEM and healthcare workforce with individuals equipped with accurate and identity-affirming scientific knowledge and experiences. A team of faculty from Colorado State University, Florida International University, and Arizona State University will investigate how the norm of “neutrality” (i.e., not acknowledging the role of social identities and social contexts on science or the role of science on society) impacts undergraduate science teaching at Hispanic Serving Institutions (HSIs), how some instructors break free of this norm to teach identify-affirming content, and how this change impacts students. This work at HSIs is important because of the growing interest in how educators within HSIs are intentionally serving, rather than simply enrolling, students from minoritized backgrounds and attending to different subgroups within Hispanic/Latinx communities. Understanding how to support instructors to break with the norm of “neutrality” should create more welcoming environments for students with a range of identities and increase student belongingness, interest, and retention in STEM.This project plans to employ a mixed methods (interviews and surveys), multi-site case study approach at five HSIs. Three goals guide the execution of the project. The first is to characterize how undergraduate biology instructors at HSIs make decisions about if and how to include identity-affirming content in their courses and the various factors that influence these decisions. Second is to establish how identity-affirming content in biology impacts student experiences, such as belongingness, interest in biology content, and perceived content relevance. The third goal is to develop a survey instrument to capture student perceptions of the prevalence of different instructor approaches to biology instruction at HSIs. The project team will specifically focus on instructors’ use of identity-neutral or identity-affirming content in biology classes, and the impact this type of content has on students with minoritized identities. This project takes a novel research approach by examining instructors’ decisions regarding both content and pedagogy, a more holistic approach to understanding how instructors create identity-affirming environments. This project should advance understanding of how instructors make decisions about their pedagogy and course content in the context of HSIs. The NSF IUSE: EDU Program supports research and development projects to improve the effectiveness of STEM education for all students. Through its Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.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.

该项目旨在通过与配备有准确和身份认同的科学知识和经验的个人增加和多样化的STEM和医疗保健劳动力来实现国家利益。科罗拉多州立大学，佛罗里达国际大学和亚利桑那州立大学的一支教师团队将如何调查“中立”的规范（即不承认社会认同和社会环境对科学或科学在社会上的作用）的作用会影响本科科学在西班牙裔机构（HSIS）（HSIS）中的教师的识别如何自由地识别该规范的教师的教学方式，并识别了这些指导的教学方式。 HSIS的这项工作很重要，因为人们对HSI中的教育者如何有意地提供服务而不是简单地招募来自少数背景的学生并参与西班牙裔/拉丁裔社区中的不同亚组。了解如何支持讲师违反“中立性”的规范，应该为具有一系列身份的学生创造更多的欢迎环境，并增加学生的归属感，兴趣和在STEM中的保留。该项目计划采用混合方法（访谈和调查），多站点案例研究方法，在五个HSIS上。三个目标指导执行项目。首先是表征HSI的本科生物学讲师如何决定在课程中是否以及如何包括身份认证内容以及影响这些决定的各种因素。其次是确定生物学中的认同内容如何影响学生体验，例如归属感，对生物学内容的兴趣和感知内容相关性。第三个目标是开发一种调查工具，以捕捉学生对不同教师的生物学教学方法的普遍性的看法。在HSIS。项目团队将特别关注讲师在生物学类中使用身份中性或身份确认内容的使用，并且这种类型的内容对具有少数身份的学生产生了影响。该项目通过研究教师关于内容和教学法的决定，采用一种新颖的研究方法，这是一种更全面的方法，用于理解讲师如何创建身份认真的环境。该项目应促进对教师在HSIS背景下如何决定其教学法和课程内容的决定。 NSF IUSE：EDU计划支持研发项目，以提高所有学生STEM教育的有效性。通过其参与的学生学习轨道，该计划支持了承诺实践和工具的创建，探索和实施。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子优点和更广泛的影响评估的评估来支持的。