Racial Equity in STEM Education (EHR Racial Equity)
July 13, 2021
October 12, 2021 2nd Tuesday in October thereafter;
March 22, 2022 4th Tuesday in March thereafter
Persistent racial injustices and inequalities in the US have led to renewed concern and interest in addressing systemic racism. The NSF Directorate for Education and Human Resources (EHR) seeks to support bold, ground-breaking, and potentially transformative projects addressing systemic racism in STEM. Proposals should advance racial equity in science, technology, engineering, and mathematics (STEM) education and workforce development through research (both fundamental and applied) and practice. Core to this funding opportunity is that proposals are led by, or developed and led in authentic partnership with, individuals and communities most impacted by the inequities caused by systemic racism. The voices, knowledge, and experiences of those who have been impacted by enduring racial inequities should be at the center of these proposals, including in, for example: project leadership and research positions, conceptualization of the proposal, decision-making processes, and the interpretation and dissemination of evidence and research results. The proposed work should provide positive outcomes for the individuals and communities engaged and should recognize peoples’ humanity, experiences, and resilience. Proposals need to consider systemic barriers to opportunities and benefits, and how these barriers impact access to, retention in, and success in STEM education, research, and workforce development. Competitive proposals will be clear with respect to how the work advances racial equity and addresses systemic racism, as these constructs may have different meanings in different settings.
Proposals should articulate a rigorous plan to generate knowledge through research (both fundamental and applied) and practice, such as, but not limited to:
- building theory;
- developing methods;
- testing approaches and interventions;
- assessing the potential, efficacy, effectiveness, and scalability of approaches and interventions;
- establishing, cultivating and assessing authentic partnerships;
- changing institutional, organizational, and structural practices and policies; and/or
- focusing on affective, behavioral, cultural, social components, and implications.
Contexts may include, but are not limited to: preK-12, two- and four-year undergraduate, and graduate institutions; municipal organizations; STEM workplaces; and informal STEM contexts, such as museums, community organizations, and media.