The following are active research projects that contribute to the PRISM Lab’s research mission: holding up an “intersectional prism” to historically marginalized populations’ experiences in order to illuminate as well as disrupt oppressive systems of power in undergraduate STEM education.
Challenging, Operationalizing, and Understanding Racialized and Gendered Events (COURAGE) in Undergraduate Mathematics
COURAGE Logo Credit: Lee Druce, Program Assistant, Department of Teaching & Learning, Peabody College
Overview: This three-year project uses a mixed-methods design to identify specific events in pre-calculus and calculus classrooms that historically underrepresented populations in STEM, including Black students, Latinx students, and white women, find potentially racialized and/or gendered. The project investigates perceptions of these events from students’ and instructors’ vantage points in undergraduate mathematics education. Findings will inform the design of professional development for creating more equitable learning environments in undergraduate mathematics classrooms.
Equity in Research on Undergraduate Mathematics Environments (EquiRUME)
Funding Source: Inclusive Mathematics Environments Early-Career Fellowship (Bill & Melinda Gates Foundation)
Overview: This project synthesizes research on equity issues in higher education and mathematics education. Findings will be synthesized to propose a professional development model for the advancement of equity in undergraduate mathematics instruction and student support.
Intersectionality as a Methodological Tool for Understanding Undergraduate Women of Color’s Experiences as Computing and Engineering Majors
Center for Gender Equity in Science and Technology (Arizona State University) & Kapor Center
Overview: This project explores intersectionality as a methodological tool for understanding the educational experiences of Black, Latinx, and Asian women pursuing majors in computing and engineering sciences. Findings will illustrate the methodological potential of intersectionality in STEM educational research to advance equitable opportunities for entry, persistence, and degree completion among women of color in computing and engineering.
Queer Students of Color in STEM (QSOC-STEM)
QSOC-STEM Logo Credit: Lee Druce, Program Assistant, Department of Teaching & Learning, Peabody College
Funding Sources: National Academy of Education/Spencer Foundation Postdoctoral Fellowship (2020-2021) & Vanderbilt University – Peabody College Small Research Grant (2019-2020)
Overview: This project explores the experiences of Black, Latinx, and Asian students who identify as queer, or LGBTQ+ community members, pursuing STEM majors. Findings will inform classroom instruction and co-curricular support that support STEM major persistence and affirm the identities of undergraduate queer students of color.
Supporting HSI STEM Departments to Achieve Transformative Inclusion in Undergraduate STEM Education
Funding Sources: National Science Foundation (Division of Undergraduate Education, Hispanic-Serving Institutions), Grant #HSI-1953472
Overview: This five-year project seeks to galvanize transformation in the culture of STEM departments at Hispanic-serving institutions through the development of equity-minded curricular pathways and instructional practices in gateway courses, including calculus and statistics. Findings will inform organizational and pedagogical practices in STEM departments that affirm undergraduate Latinx students’ intersectional identities and advance their persistence in STEM majors.