{"id":364,"date":"2019-08-12T19:16:21","date_gmt":"2019-08-12T19:16:21","guid":{"rendered":"https:\/\/my.vanderbilt.edu\/prismlab\/current-courses\/"},"modified":"2025-09-07T02:26:02","modified_gmt":"2025-09-07T02:26:02","slug":"projects","status":"publish","type":"page","link":"https:\/\/lab.vanderbilt.edu\/prismlab\/projects\/","title":{"rendered":"Projects"},"content":{"rendered":"

The following are projects are housed in the PRISM Research Lab to advance its mission — namely, holding up a “prism” to historically marginalized student populations’ narratives of educational experiences for illuminating intersectional oppression, agency, and support in undergraduate STEM.<\/p>\n

Transformative Inclusion in Postsecondary STEM<\/strong><\/span><\/p>\n

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Funding Source:\u00a0<\/strong><\/p>\n

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National Science Foundation\u00a0\u00a0(Division of Undergraduate Education, Hispanic-Serving Institutions), Grant #HSI-1953472<\/a><\/p>\n

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Overview:\u00a0<\/strong>This five-year project seeks to galvanize transformation in the culture of STEM departments at Hispanic-Serving Institutions\u00a0through the development of equity-minded curricular pathways and instructional practices in\u00a0gateway courses, including calculus and statistics.\u00a0 Findings will inform organizational and pedagogical practices in STEM departments that affirm undergraduate Latinx students’ intersectional identities and advance their persistence in STEM majors.<\/p>\n

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Queer Students of Color in STEM<\/strong><\/span><\/p>\n

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Funding Sources:<\/strong><\/p>\n

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National Academy of Education\/Spencer Foundation Postdoctoral Fellowship<\/a> (2020-2022)<\/p>\n

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Vanderbilt University – Peabody College Small Research Grant (2019-2020)<\/p>\n

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Overview:\u00a0<\/strong>This project explores the experiences of Black, Latinx, and Asian students in the LGBTQ+ community pursuing STEM majors at historically white and minority-serving institutions (e.g., Hispanic-Serving Institutions, Historically Black Colleges and Universities). Findings will inform classroom instruction and co-curricular support that support STEM major persistence and\u00a0affirm the identities of undergraduate queer students of color.<\/p>\n

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Challenging, Operationalizing, and Understanding Racialized and Gendered Events (COURAGE) in Undergraduate Mathematics<\/strong><\/span><\/p>\n

\"COURAGE\"<\/p>\n

Funding Source:\u00a0\u00a0<\/strong><\/p>\n

\"Picture1\"National Science Foundation (Division of Undergraduate Education, Improving Undergraduate STEM Education), Grant #IUSE-1711712<\/a> & Grant #IUSE-1711553<\/a><\/p>\n

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Overview:\u00a0<\/strong>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,\u00a0find 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\u00a0 for creating more equitable learning environments in undergraduate mathematics classrooms.<\/p>\n

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Latinx in College Mathematics<\/strong><\/span>
\n\"Latinx<\/p>\n

Funding Source:\u00a0<\/strong><\/p>\n

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National Academy of Education\/Spencer Foundation Dissertation Fellowship<\/a><\/p>\n

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Overview:<\/strong>\u00a0This study explores how undergraduate mathematics classrooms and engineering majors as racialized-gendered institutional spaces shaped five Latinx engineering students’ experiences at a historically white, research-intensive university. Data sources for the study included\u00a0classroom observations, a mathematics autobiography, individual interviews, and a group interview.<\/p>\n","protected":false},"excerpt":{"rendered":"

The following are projects are housed in the PRISM Research Lab to advance its mission — namely, holding up a “prism” to historically marginalized student populations’ narratives of educational experiences for illuminating intersectional oppression, agency, and support in undergraduate STEM. Transformative Inclusion in Postsecondary STEM Funding Source:\u00a0 National Science Foundation\u00a0\u00a0(Division of Undergraduate Education, Hispanic-Serving Institutions),…<\/p>\n","protected":false},"author":698,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"tags":[],"class_list":["post-364","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/lab.vanderbilt.edu\/prismlab\/wp-json\/wp\/v2\/pages\/364","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/lab.vanderbilt.edu\/prismlab\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/lab.vanderbilt.edu\/prismlab\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/lab.vanderbilt.edu\/prismlab\/wp-json\/wp\/v2\/users\/698"}],"replies":[{"embeddable":true,"href":"https:\/\/lab.vanderbilt.edu\/prismlab\/wp-json\/wp\/v2\/comments?post=364"}],"version-history":[{"count":13,"href":"https:\/\/lab.vanderbilt.edu\/prismlab\/wp-json\/wp\/v2\/pages\/364\/revisions"}],"predecessor-version":[{"id":522,"href":"https:\/\/lab.vanderbilt.edu\/prismlab\/wp-json\/wp\/v2\/pages\/364\/revisions\/522"}],"wp:attachment":[{"href":"https:\/\/lab.vanderbilt.edu\/prismlab\/wp-json\/wp\/v2\/media?parent=364"}],"wp:term":[{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/lab.vanderbilt.edu\/prismlab\/wp-json\/wp\/v2\/tags?post=364"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}