使用心理学知情的基于社区的参与性研究来创建与文化相关的非正式STEM体验
Jennifer LaCosse1, E Shirl Donaldson2, Thiago Ferreira2
1Psychology Department, University of Michigan Flint, 327 E Kearsley St, Flint, MI 48503, USA.
Behavioral sciences (Basel, Switzerland)
|September 27, 2025
概括
本研究详细介绍了一项以社区为基础的参与性研究 (CBPR) 合作伙伴关系,旨在解决限制青少年参与科学,技术,工程和数学 (STEM) 的系统性障碍,位于密歇根州弗林特. 这次合作共同创建了非正式的科学体验 (ISE),以促进代表性不足的年轻人获得STEM机会.
科学领域:
- 基于社区的参与式研究.
- 非正式的科学教育教育教育教育.
- 在STEM教育方面.
背景情况:
- 系统性种族主义,高教师/行政人员流动,以及密歇根州弗林特的脱工业化,为STEM中的年轻人创造了重大障碍.
- 现有的关于非正式科学经验 (ISE) 和基于社区的参与性研究 (CBPR) 的文献为了解和应对这些挑战提供了基础.
研究的目的:
- 描述大学研究人员和弗林特社区成员之间的伙伴关系,旨在解决弗林特青年STEM机会的局限性.
- 与社区成员共同创建非正式科学体验 (ISE),整合心理学研究原则.
主要方法:
- 采用基于社区的参与式研究 (CBPR) 方法,将社区成员视为共同创造者.
- 非正式的科学体验 (ISE) 在传统课堂环境之外被开发和实施.
- 心理学研究原则被整合到研究实践和设计中.
主要成果:
- 这篇论文概述了合作伙伴关系的形成和理解弗林特少数民族青年在STEM方面的经验的方法.
- 讨论的关键方面包括合作的成功要素,遇到的挑战和未来研究的建议.
- 该研究通过CBPR镜头分享了对非正式科学体验 (ISE) 发展的见解.
结论:
- 该伙伴关系突出了CBPR在为代表性不足的年轻人创造相关和可访问的非正式科学体验 (ISE) 的潜力.
- 解决系统性障碍需要研究人员和社区之间的协作努力,以促进公平的STEM参与.
- 未来的研究应该建立在这些发现的基础上,以进一步支持少数民族青年在STEM领域.
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