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.

该项目旨在通过增加 STEM 和医疗保健人员队伍并使之多样化来服务国家利益，其中人员配备了准确且身份确认的科学知识和经验，来自科罗拉多州立大学、佛罗里达国际大学和亚利桑那州立大学的教师团队将进行调查。 “中立”规范（即不满足社会身份和社会背景对科学的作用或科学对社会的作用）如何影响西班牙裔服务机构（HSIs）的本科生科学教学，一些教师如何打破这一规范到教授认同确认内容，以及这种变化如何影响学生，这项工作很重要，因为人们越来越关注 HSI 内的教育工作者如何有意服务而不是招收来自少数族裔背景的学生并关注西班牙裔/西班牙裔/不同群体的学生。拉丁裔社区。了解如何支持教师打破“中立”规范，应该为具有不同身份的学生创造更受欢迎的环境，并提高学生对 STEM 的归属感、兴趣和保留率。该项目计划采用混合方法。 （访谈和调查），五个 HSI 的多地点案例研究方法指导该项目的执行，第一个目标是描述 HSI 的本科生物学教师如何决定是否以及如何在其课程中包含身份确认内容。第二个目标是确定生物学中的身份确认内容如何影响学生的体验，例如归属感、对生物学内容的兴趣以及感知的内容相关性。学生对普遍性的看法该项目团队将特别关注教师在生物课上使用身份中立或身份肯定内容，以及此类内容对少数群体学生的影响。通过检查教师关于内容和教学法的决策，采用一种新颖的研究方法，以更全面的方法来了解教师如何创建身份肯定的环境，该项目应该促进对教师如何在其背景下对其教学法和课程内容做出决策的理解。 HSI。 NSF IUSE：EDU 计划支持研究和开发项目，以提高所有学生 STEM 教育的有效性。该计划通过其参与式学生学习轨道，支持有前途的实践和工具的创建、探索和实施。该奖项由 NSF 颁发。法定使命，并通过使用基金会的智力优点和更广泛的影响审查标准进行评估，被认为值得支持。