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1. Investigating Opportunities for Crowdsourcing in Church-Based Health Interventions: A Participatory Design Study

   https://doi.org/10.1145/3313831.3376833  

   Stowell, Elizabeth; O'Leary, Teresa K.; Kimani, Everlyne; Paasche-Orlow, Michael K.; Bickmore, Timothy; Parker, Andrea G. (January 2020, ACM Conference on Human Factors in Computing Systems)

   Churches play a major role in providing social support to address health inequities within Black communities, in part by connecting members to key organizations and services. While public health has a history of disseminating interventions in faith communities, little work has explored the use of crowdsourcing to tailor interventions to the unique culture of each church community. Following Community Based Participatory Research principles, we partnered with two predominantly Black churches, and report on a series of three participatory design sessions with nine participants. We developed a novel storyboarding method to explore how crowdsourcing could promote health in these faith-based communities. Our findings characterize existing supports within the church community, and how church social structures impact member access to these supports. We further identify motivations to engage with a church-situated health application, and how these motivations translate to crowdsourcing tasks. Finally, we discuss considerations for public health crowdsourcing tasks. 

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2. Understanding Racially Minoritized Girls’ Perceptions of Their STEM Identities, Abilities, and Sense of Belonging in a Summer Camp

   https://doi.org/10.3390/educsci13121183  

   Milton, Saki; Sager, Marc T; Walkington, Candace (December 2023, Education Sciences)

   Informal science education researchers have become increasingly interested in how out-of-school spaces that offer STEM (science, technology, engineering, and math) programs inform learners’ STEM achievement, interests, and affective outcomes. Studies have found that these spaces can offer critical learning and developmental opportunities for underrepresented racially minoritized (URM) students (Black, Latinx, low socioeconomic status) in STEM subjects. Shifting away from the leaky STEM pipeline analogy, researchers have posited contemporary understandings to explain why the minoritization of URM girls persists. Informal learning environments such as STEM summer camps are being studied to assess how URM girls experience and interact with STEM in novel ways. These environments can inform the research field about how URM girls’ perceptions of their STEM identities, abilities, efficacy, and belonging in STEM develop as they engage in those spaces. This mixed-method study used a multiple-case-study approach to examine how aspects of URM middle school girls’ STEM identities positively changed after participating in a one-week, sleep-away, single-gender STEM summer camp held at a university in the Southwestern U.S. Drawing on intersectionality and STEM identity, we used ecological systems theory to design our research study, examining how URM middle school girls narrate their STEM identities in this informal learning environment. Using quantitative analyses and deductive coding methods, we explored how elements of girls’ STEM identities were shaped during and after their participation in the STEM summer camp. Findings from our study highlight (1) quantitative changes in girl participants’ STEM identities, sense of belonging in STEM, and perceived STEM ability belief, (2) qualitative results supporting our quantitative findings, and (3) how the intersectionality of participants’ race and gender played a role in their STEM identities. This study points to the potential of STEM informal learning camps as a way of developing and fostering URM girls’ STEM identities. 

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3. "Everyone is Covered": Exploring the Role of Online Interactions in Facilitating Connection and Social Support in Black Churches

   https://doi.org/10.1145/3544548.3581324  

   Sackitey, Darley; O'Leary, Teresa K.; Paasche-Orlow, Michael; Bickmore, Timothy; Parker, Andrea G (April 2023, CHI '23: Proceedings of the 2023 CHI Conference on Human Factors in Computing Systems)

   Schmidt, Albrecht; Väänänen, Kaisa; Goyal, Tesh; Kristensson, Per; Peters, Anicia; Mueller, Stefanie; Williamson, Julie; Wilson, Max (Ed.)

   Faith institutions provide social support and community care for many in the United States (U.S.). Notably, churches with predominantly Black populations have served as a site for social change and care provision, historically and in contemporary society. However, the pandemic has emphasised how localising these care networks in physical spaces can limit access to social support. Information and communication technologies offer opportunities for expanding access to care in these communities. However, integrating care networks into online contexts remains a challenge for many churches, and the potential for technology to expand these networks is not well understood. Through interviews and focus groups with nine church members, we explore how hybrid faith communities that bridge offline and online contexts can enable social support and care provision. Our findings highlight care network structures in Black churches, barriers to embedding these networks online and strategies for building more seamless hybrid support systems. 

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4. Community Dynamics in Technospiritual Interventions: Lessons Learned from a Church-based mHealth Pilot

   https://doi.org/10.1145/3491102.3517700  

   O'Leary, Teresa K.; Parmar, Dhaval; Olafsson, Stefan; Paasche-Orlow, Michael; Bickmore, Timothy; Parker, Andrea G (April 2022, Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems)

   HCI researchers have increasingly examined how social context shapes health behaviors. Much of this work operates at the interpersonal level. Communities such as churches play important roles in supporting wellbeing and addressing health inequities. While some work has investigated creating digital health tools for religious populations, few have explicitly focused on the incorporation of community support in the form of prayer support. Embedding health interventions in any community has the potential to support or challenge the community’s dynamics. We report on findings from interviews with 17 church members who used a church-based mHealth application over a 4-week period and provide guidelines for developers based on these results. Through their use of the system, participants characterized several community dynamics including a desire for social intimacy, communicating care, creating opportunities for fellowship, maintaining privacy and discretion, and building community connections, and how these dynamics influence their aspirations for a church-based health app. 

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5. The Centrality of Black Identity for Black Students in Engineering

   Mobley, Catherine; Brawner, Catherine E.; Brent, Rebecca; Orr, Marisa K. (January 2021, Collaborative Network for Engineering and Computing Diversity (CoNECD) Conference)

   Introduction and Theoretical Frameworks Our study draws upon several theoretical foundations to investigate and explain the educational experiences of Black students majoring in ME, CpE, and EE: intersectionality, critical race theory, and community cultural wealth theory. Intersectionality explains how gender operates together with race, not independently, to produce multiple, overlapping forms of discrimination and social inequality (Crenshaw, 1989; Collins, 2013). Critical race theory recognizes the unique experiences of marginalized groups and strives to identify the micro- and macro-institutional sources of discrimination and prejudice (Delgado & Stefancic, 2001). Community cultural wealth integrates an asset-based perspective to our analysis of engineering education to assist in the identification of factors that contribute to the success of engineering students (Yosso, 2005). These three theoretical frameworks are buttressed by our use of Racial Identity Theory, which expands understanding about the significance and meaning associated with students’ sense of group membership. Sellers and colleagues (1997) introduced the Multidimensional Model of Racial Identity (MMRI), in which they indicated that racial identity refers to the “significance and meaning that African Americans place on race in defining themselves” (p. 19). The development of this model was based on the reality that individuals vary greatly in the extent to which they attach meaning to being a member of the Black racial group. Sellers et al. (1997) posited that there are four components of racial identity: 1. Racial salience: “the extent to which one’s race is a relevant part of one’s self-concept at a particular moment or in a particular situation” (p. 24). 2. Racial centrality: “the extent to which a person normatively defines himself or herself with regard to race” (p. 25). 3. Racial regard: “a person’s affective or evaluative judgment of his or her race in terms of positive-negative valence” (p. 26). This element consists of public regard and private regard. 4. Racial ideology: “composed of the individual’s beliefs, opinions and attitudes with respect to the way he or she feels that the members of the race should act” (p. 27). The resulting 56-item inventory, the Multidimensional Inventory of Black Identity (MIBI), provides a robust measure of Black identity that can be used across multiple contexts. Research Questions Our 3-year, mixed-method study of Black students in computer (CpE), electrical (EE) and mechanical engineering (ME) aims to identify institutional policies and practices that contribute to the retention and attrition of Black students in electrical, computer, and mechanical engineering. Our four study institutions include historically Black institutions as well as predominantly white institutions, all of which are in the top 15 nationally in the number of Black engineering graduates. We are using a transformative mixed-methods design to answer the following overarching research questions: 1. Why do Black men and women choose and persist in, or leave, EE, CpE, and ME? 2. What are the academic trajectories of Black men and women in EE, CpE, and ME? 3. In what way do these pathways vary by gender or institution? 4. What institutional policies and practices promote greater retention of Black engineering students? Methods This study of Black students in CpE, EE, and ME reports initial results from in-depth interviews at one HBCU and one PWI. We asked students about a variety of topics, including their sense of belonging on campus and in the major, experiences with discrimination, the impact of race on their experiences, and experiences with microaggressions. For this paper, we draw on two methodological approaches that allowed us to move beyond a traditional, linear approach to in-depth interviews, allowing for more diverse experiences and narratives to emerge. First, we used an identity circle to gain a better understanding of the relative importance to the participants of racial identity, as compared to other identities. The identity circle is a series of three concentric circles, surrounding an “inner core” representing one’s “core self.” Participants were asked to place various identities from a provided list that included demographic, family-related, and school-related identities on the identity circle to reflect the relative importance of the different identities to participants’ current engineering education experiences. Second, participants were asked to complete an 8-item survey which measured the “centrality” of racial identity as defined by Sellers et al. (1997). Following Enders’ (2018) reflection on the MMRI and Nigrescence Theory, we chose to use the measure of racial centrality as it is generally more stable across situations and best “describes the place race holds in the hierarchy of identities an individual possesses and answers the question ‘How important is race to me in my life?’” (p. 518). Participants completed the MIBI items at the end of the interview to allow us to learn more about the participants’ identification with their racial group, to avoid biasing their responses to the Identity Circle, and to avoid potentially creating a stereotype threat at the beginning of the interview. This paper focuses on the results of the MIBI survey and the identity circles to investigate whether these measures were correlated. Recognizing that Blackness (race) is not monolithic, we were interested in knowing the extent to which the participants considered their Black identity as central to their engineering education experiences. Combined with discussion about the identity circles, this approach allowed us to learn more about how other elements of identity may shape the participants’ educational experiences and outcomes and revealed possible differences in how participants may enact various points of their identity. Findings For this paper, we focus on the results for five HBCU students and 27 PWI students who completed the MIBI and identity circle. The overall MIBI average for HBCU students was 43 (out of a possible 56) and the overall MIBI scores ranged from 36-51; the overall MIBI average for the PWI students was 40; the overall MIBI scores for the PWI students ranged from 24-51. Twenty-one students placed race in the inner circle, indicating that race was central to their identity. Five placed race on the second, middle circle; three placed race on the third, outer circle. Three students did not place race on their identity circle. For our cross-case qualitative analysis, we will choose cases across the two institutions that represent low, medium and high MIBI scores and different ranges of centrality of race to identity, as expressed in the identity circles. Our final analysis will include descriptive quotes from these in-depth interviews to further elucidate the significance of race to the participants’ identities and engineering education experiences. The results will provide context for our larger study of a total of 60 Black students in engineering at our four study institutions. Theoretically, our study represents a new application of Racial Identity Theory and will provide a unique opportunity to apply the theories of intersectionality, critical race theory, and community cultural wealth theory. Methodologically, our findings provide insights into the utility of combining our two qualitative research tools, the MIBI centrality scale and the identity circle, to better understand the influence of race on the education experiences of Black students in engineering. 

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