1
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Brady LM, Wang C, Griffiths C, Yang J, Markus HR, Fryberg SA. A leadership-level culture cycle intervention changes teachers' culturally inclusive beliefs and practices. Proc Natl Acad Sci U S A 2024; 121:e2322872121. [PMID: 38857405 PMCID: PMC11194553 DOI: 10.1073/pnas.2322872121] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/27/2023] [Accepted: 04/08/2024] [Indexed: 06/12/2024] Open
Abstract
Despite an abundance of support for culturally inclusive learning environments, there is little consensus regarding how to change educational contexts to effectively and sustainably foster cultural inclusion. To address this gap, we report findings from a research-practice partnership that leveraged the Culture Cycle Framework (CCF) to expand educators' praxis to include both independent and interdependent models of self. Most U.S. schools validate independent cultural models (i.e., those that prioritize individuality, uniqueness, and personal agency) and overlook interdependent models (i.e., those that prioritize connectedness, relationality, and collective well-being), which are more common among students from marginalized racial and socioeconomic backgrounds. Using a quasi-experimental longitudinal design, we trained school leadership to integrate ideas about cultural inclusion (i.e., validating the importance of both independent and interdependent cultural models) into school-wide flagship practices. We assessed downstream indicators of culture change by surveying teachers and students across the district and found that a) leadership-level training enhanced school-wide beliefs about cultural inclusion, b) teachers' endorsement of culturally inclusive beliefs predicted their use of culturally inclusive practices, and c) teachers' use of culturally inclusive practices predicted enhanced psychosocial and academic outcomes among students. This research represents a comprehensive culture change effort using the CCF and illustrates a means of fostering inclusion-focused educational culture change and assessing downstream consequences of culture change initiatives.
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Affiliation(s)
- Laura M. Brady
- Department of Psychology, University of Michigan, Ann Arbor, MI48109
| | - Cong Wang
- Department of Psychology, Northwestern University, Evanston, IL60208
| | | | - Jenny Yang
- Department of Psychology, Stanford University, Stanford, CA94305
| | - Hazel R. Markus
- Department of Psychology, Stanford University, Stanford, CA94305
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2
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Binning KR, Doucette D, Conrique BG, Singh C. Unlocking the Benefits of Gender Diversity: How an Ecological-Belonging Intervention Enhances Performance in Science Classrooms. Psychol Sci 2024; 35:226-238. [PMID: 38346078 DOI: 10.1177/09567976231221534] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/16/2024] Open
Abstract
Gender diversity signals inclusivity, but meta-analyses suggest that it does not boost individual or group performance. This research examined whether a social-psychological intervention can unlock the benefits of gender diversity on college physics students' social and academic outcomes. Analyses of 124 introductory physics classrooms at a large research institution in the eastern United States (N = 3,605) indicated that in classrooms doing "business as usual," cross-gender collaboration was infrequent, there was a substantial gender gap in physics classroom belonging, and classroom gender diversity had no effect on performance. The ecological-belonging intervention aimed to establish classroom norms that adversity in the course is normal and surmountable. In classrooms receiving the intervention, cross-gender interaction increased 51%, the gender gap in belonging was reduced by 47%, and higher classroom diversity was associated with higher course grades and 1-year grade point average for both men and women. Addressing contextual belongingness norms may help to unlock the benefits of diversity.
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Affiliation(s)
- Kevin R Binning
- Department of Psychology and Learning Research and Development Center, University of Pittsburgh
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3
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Stubblebine AM, Gopalan M, Brady ST. Who feels like they belong? Personality and belonging in college. PLoS One 2024; 19:e0295436. [PMID: 38232053 PMCID: PMC10793887 DOI: 10.1371/journal.pone.0295436] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2023] [Accepted: 11/21/2023] [Indexed: 01/19/2024] Open
Abstract
Having a secure sense of belonging at school supports students' academic achievement and well-being. However, little research has examined how students' personalities relate to their feelings of school belonging. We address this gap in the literature by leveraging data from a large sample of first-year college students (N = 4,753) from a diverse set of North American colleges and universities (N = 12). We found that both extraversion and agreeableness were positively associated with belonging, while neuroticism was negatively associated with belonging. In an exploratory analysis, we examined differences between large and small schools. Students who were more extraverted, less neurotic, and less open were more likely to attend large schools. Additionally, the association between extraversion and belonging was stronger for students at large schools. These findings advance our understanding of who comes to feel like they belong at college and how school context may influence these relationships. We emphasize the need for continued research on the relationship between personality and belonging. Additionally, we highlight the implications of these results for higher education institutions.
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Affiliation(s)
| | - Maithreyi Gopalan
- Department of Education Policy Studies, The Pennsylvania State University, University Park, Pennsylvania, United States of America
| | - Shannon T. Brady
- Department of Psychology, Wake Forest University, Winston-Salem, North Carolina, United States of America
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4
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Clements K, Zepeda CD, Leich Hilbun A, Todd T, Clements TP, Johnson HJ, Watkins J, Friedman KL, Brame CJ. "They Have Shown Me It Is Possible to Thrive within STEM": Incorporating Learning Assistants in General Chemistry Enhances Student Belonging and Confidence. JOURNAL OF CHEMICAL EDUCATION 2023; 100:4200-4211. [PMID: 37982080 PMCID: PMC10653077 DOI: 10.1021/acs.jchemed.2c01224] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/19/2022] [Revised: 09/11/2023] [Indexed: 11/21/2023]
Abstract
Students often experience social and psychological barriers to success in General Chemistry, which is a key gateway to many students' science pathways. Learning assistants (LAs) have the potential to reduce these barriers and to strengthen students' sense of belonging in General Chemistry and STEM more broadly. Here, we used a 17-item Likert scale to determine whether incorporating LAs into General Chemistry I and II enhances students' sense of belonging in these courses. The incorporation of LAs into General Chemistry I had a significant positive effect and a medium to large effect size for students in all student groups examined: women and men; students in both racially and ethnically underrepresented and well-represented groups; first- and continuing-generation students. In General Chemistry II, similar results were observed for women and men; students in well-represented racial and ethnic groups; continuing-generation students. Further, we asked students to reflect on the impact that working with LAs had on their sense of belonging in STEM and confidence in talking about science. Sixty percent of students indicated that working with LAs had a positive impact on their STEM belonging, with five themes describing LA impacts: reducing isolation, serving as inspirational role models, providing mentoring, increasing opportunities for engagement and confidence building, and serving as accessible and approachable sources of support. Sixty-one percent of students also indicated that working with LAs increased their confidence in talking about science, with three themes emerging: fostering an environment with a lower risk of negative judgment, providing increased opportunities for feedback, and supporting students as they practiced their growing skills. Together, these results indicate that LAs can be an important means to reduce social and psychological barriers for students in gateway science courses, increasing their sense that they belong to the class and STEM more broadly.
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Affiliation(s)
- Katherine
A. Clements
- Department
of Chemistry, Vanderbilt University, Nashville, Tennessee 37212, United States
| | - Cristina D. Zepeda
- Department
of Psychology and Human Development, Vanderbilt
University’s Peabody College, Nashville, Tennessee 37203, United States
| | - Allison Leich Hilbun
- Department
of Biological Sciences, Vanderbilt University, Nashville, Tennessee 37212, United States
| | - Tara Todd
- Department
of Chemistry, Vanderbilt University, Nashville, Tennessee 37212, United States
| | - Thomas P. Clements
- Department
of Biological Sciences, Vanderbilt University, Nashville, Tennessee 37212, United States
| | - Heather J. Johnson
- Department
of Teaching and Learning, Vanderbilt University’s
Peabody College, Nashville, Tennessee 37203, United States
| | - Jessica Watkins
- Department
of Teaching and Learning, Vanderbilt University’s
Peabody College, Nashville, Tennessee 37203, United States
| | - Katherine L. Friedman
- Department
of Biological Sciences, Vanderbilt University, Nashville, Tennessee 37212, United States
| | - Cynthia J. Brame
- Department
of Biological Sciences, Vanderbilt University, Nashville, Tennessee 37212, United States
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5
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Del Toro J, Wang MT. Stereotypes in the classroom's air: Classroom racial stereotype endorsement, classroom engagement, and STEM achievement among Black and White American adolescents. Dev Sci 2023; 26:e13380. [PMID: 36851843 DOI: 10.1111/desc.13380] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/11/2022] [Revised: 01/23/2023] [Accepted: 02/01/2023] [Indexed: 03/01/2023]
Abstract
Initiatives promoting diversity, equity, and inclusion in predominantly White contexts, including STEM fields, have primarily relied on approaches to increase the representation of minoritized individuals. However, an increase in the representation of minoritized individuals is only one step of the process, as the present study suggests that explicit beliefs about particular racial groups' abilities also matter. The present article examined whether classroom racial stereotype endorsement about science and math disadvantaged Black American adolescents relative to their White American peers. Across two longitudinal studies with 533 and 1,189 adolescents (N-adolescents = 1722; N-classrooms = 86; 45% Black American, 55% White American; 51% females; M-age = 13-14), classroom pro-White/anti-Black stereotype endorsement in the fall term predicted better science and math achievement scores for White American adolescents and lower science and math achievement scores for Black American adolescents at the end of the academic year. Student- and teacher-reported student engagement in science and math classrooms mediated the longitudinal relations between classroom pro-White/anti-Black stereotype endorsement and students' achievement scores. Results suggest that classrooms may be important conduits for communicating racial stereotypes that create racially hostile STEM learning environments. RESEARCH HIGHLIGHTS: Using a longitudinal sample of 1722 adolescents enrolled in 86 classrooms, the present study examined the consequences of classroom racial stereotype endorsement during adolescence. White American adolescents demonstrated favorable achievement scores in science and math when their classmates endorsed traditional, or pro-White/anti-Black, stereotypes. Black American adolescents showed worse achievement scores in science and math when their classmates endorsed pro-White/anti-Black stereotypes. Classroom engagement mediated the longitudinal relations between classroom pro-White/anti-Black stereotype endorsement and achievement scores for both Black and White American adolescents.
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Affiliation(s)
- Juan Del Toro
- University of Minnesota Twin Cities, Minneapolis, Minnesota, USA
| | - Ming-Te Wang
- University of Pittsburgh, Pittsburgh, Pennsylvania, USA
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6
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Walton GM, Murphy MC, Logel C, Yeager DS, Goyer JP, Brady ST, Emerson KTU, Paunesku D, Fotuhi O, Blodorn A, Boucher KL, Carter ER, Gopalan M, Henderson A, Kroeper KM, Murdock-Perriera LA, Reeves SL, Ablorh TT, Ansari S, Chen S, Fisher P, Galvan M, Gilbertson MK, Hulleman CS, Le Forestier JM, Lok C, Mathias K, Muragishi GA, Netter M, Ozier E, Smith EN, Thoman DB, Williams HE, Wilmot MO, Hartzog C, Li XA, Krol N. Where and with whom does a brief social-belonging intervention promote progress in college? Science 2023; 380:499-505. [PMID: 37141344 DOI: 10.1126/science.ade4420] [Citation(s) in RCA: 10] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/26/2022] [Accepted: 03/16/2023] [Indexed: 05/06/2023]
Abstract
A promising way to mitigate inequality is by addressing students' worries about belonging. But where and with whom is this social-belonging intervention effective? Here we report a team-science randomized controlled experiment with 26,911 students at 22 diverse institutions. Results showed that the social-belonging intervention, administered online before college (in under 30 minutes), increased the rate at which students completed the first year as full-time students, especially among students in groups that had historically progressed at lower rates. The college context also mattered: The intervention was effective only when students' groups were afforded opportunities to belong. This study develops methods for understanding how student identities and contexts interact with interventions. It also shows that a low-cost, scalable intervention generalizes its effects to 749 4-year institutions in the United States.
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Affiliation(s)
- Gregory M Walton
- Department of Psychology, Stanford University, Stanford, CA, USA
| | - Mary C Murphy
- Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN, USA
| | - Christine Logel
- Department of Social Development Studies, Renison University College, University of Waterloo, Waterloo, ON, Canada
| | - David S Yeager
- Department of Psychology, University of Texas at Austin, Austin, TX, USA
| | - J Parker Goyer
- Department of Psychology, Stanford University, Stanford, CA, USA
| | - Shannon T Brady
- Department of Psychology, Wake Forest University, Winston-Salem, NC, USA
| | - Katherine T U Emerson
- Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN, USA
| | - David Paunesku
- Department of Psychology, Stanford University, Stanford, CA, USA
- The Project for Education Research that Scales (PERTS), San Francisco, CA, USA
| | - Omid Fotuhi
- Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, USA
| | - Alison Blodorn
- Department of Psychology, Stanford University, Stanford, CA, USA
| | - Kathryn L Boucher
- Department of Psychological Sciences, University of Indianapolis, Indianapolis, IN, USA
| | | | - Maithreyi Gopalan
- Department of Education Policy Studies, The Pennsylvania State University, State College, PA, USA
| | - Amy Henderson
- Department of Psychology, Stanford University, Stanford, CA, USA
| | - Kathryn M Kroeper
- Department of Psychology, Sacred Heart University, Fairfield, CT, USA
| | | | | | - Tsotso T Ablorh
- Department of Clinical Psychology, University of Massachusetts Boston, Boston, MA, USA
| | - Shahana Ansari
- Department of Psychology, University of Hawai'i at Mānoa, Honolulu, HI, USA
| | | | - Peter Fisher
- Department of Psychology, University of California, Los Angeles, CA, USA
| | - Manuel Galvan
- Department of Psychology and Neuroscience, University of North Carolina, Chapel Hill, NC, USA
| | | | - Chris S Hulleman
- School of Education and Human Development, University of Virginia, Charlottesville, VA, USA
| | | | - Christopher Lok
- Department of Psychology, University of Waterloo, Waterloo, ON, Canada
| | - Katie Mathias
- Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN, USA
| | - Gregg A Muragishi
- Department of Psychology, University of Washington, Seattle, WA, USA
| | - Melanie Netter
- Department of Psychology, University of Texas at Austin, Austin, TX, USA
| | - Elise Ozier
- Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN, USA
| | - Eric N Smith
- Population Research Center, University of Texas at Austin, Austin, TX, USA
| | - Dustin B Thoman
- Department of Psychology, San Diego State University, San Diego, CA, USA
| | - Heidi E Williams
- Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN, USA
| | - Matthew O Wilmot
- Department of Psychology, The Ohio State University, Columbus, OH, USA
| | - Cassie Hartzog
- Department of Psychology, Stanford University, Stanford, CA, USA
| | - X Alice Li
- Department of Psychology, Stanford University, Stanford, CA, USA
| | - Natasha Krol
- Department of Psychology, Stanford University, Stanford, CA, USA
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7
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Metzger KJ, Dingel M, Brown E. "No matter what your story is, there is a place for you in science": Students' Ability to Relate to Scientists Positively Shifts after Scientist Spotlight Assignments, Especially for First-Generation Students and Women. CBE LIFE SCIENCES EDUCATION 2023; 22:ar12. [PMID: 36696139 PMCID: PMC10074274 DOI: 10.1187/cbe.22-06-0103] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/08/2022] [Revised: 12/07/2022] [Accepted: 12/23/2022] [Indexed: 06/17/2023]
Abstract
We evaluate the impact of a low-stakes easy-to-implement course-level intervention, Scientist Spotlight assignments, which feature personal and professional stories of diverse scientists. This work extends previous studies by examining whether shifts in relatability differ across student identities, particularly students who identify as first-generation students, a population that has not been the focus of previous investigations of this intervention. Using paired pre- and postcourse data from four implementations in an introductory biology course, we report a significant, positive shift in undergraduate students' self-reported ability to relate to scientists, and concomitant shifts in how students describe scientists after completing four or six Scientist Spotlight assignments.Importantly, our data demonstrate a disproportionate, positive shift for first-generation college students and for students who identify as female, a novel contribution to the body of literature investigating the Scientist Spotlight intervention. This study, along with previous reports of similar shifts in varying institutional contexts across different populations of learners, provides a strong argument that instructors interested in diversifying their course content to include representations of diverse scientists to enhance students' ability to identify a range of "types of people" who do science can do so successfully through incorporation of a small number of Spotlight assignments.
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Affiliation(s)
- Kelsey J. Metzger
- Center for Learning Innovation, University of Minnesota Rochester, Rochester, MN 55904
| | - Molly Dingel
- Center for Learning Innovation, University of Minnesota Rochester, Rochester, MN 55904
| | - Ethan Brown
- Research Methodology Consulting Center, College of Education and Human Development, University of Minnesota, St. Paul, MN 55108
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8
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Tracy CB, Driessen EP, Beatty AE, Lamb T, Pruett JE, Botello JD, Brittain C, Ford ÍC, Josefson CC, Klabacka RL, Smith T, Steele A, Zhong M, Bowling S, Dixon L, Ballen CJ. Why Students Struggle in Undergraduate Biology: Sources and Solutions. CBE LIFE SCIENCES EDUCATION 2022; 21:ar48. [PMID: 35759627 PMCID: PMC9582825 DOI: 10.1187/cbe.21-09-0289] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/01/2021] [Revised: 04/20/2022] [Accepted: 04/25/2022] [Indexed: 06/15/2023]
Abstract
Students' perceptions of challenges in biology influence performance outcomes, experiences, and persistence in science. Identifying sources of student struggle can assist efforts to support students as they overcome challenges in their undergraduate educations. In this study, we characterized student experiences of struggle by 1) quantifying which external factors relate to perceptions of encountering and overcoming struggle in introductory biology and 2) identifying factors to which students attribute their struggle in biology. We found a significant effect of Course, Instructor, and Incoming Preparation on student struggle, in which students with lower Incoming Preparation were more likely to report struggle and the inability to overcome struggle. We also observed significant differences in performance outcomes between students who did and did not encounter struggle and between students who did and did not overcome their struggle. Using inductive coding, we categorized student responses outlining causes of struggle, and using axial coding, we further categorized these as internally or externally attributed factors. External sources (i.e., Prior Biology, COVID-19, External Resources, Classroom Factors) were more commonly cited as the reason(s) students did or did not struggle. We conclude with recommendations for instructors, highlighting equitable teaching strategies and practices.
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Affiliation(s)
- Claire B. Tracy
- Department of Biological Sciences, Auburn University, Auburn, AL 36849, USA
| | - Emily P. Driessen
- Department of Biological Sciences, Auburn University, Auburn, AL 36849, USA
| | - Abby E. Beatty
- Department of Biological Sciences, Auburn University, Auburn, AL 36849, USA
| | - Todd Lamb
- Department of Biological Sciences, Auburn University, Auburn, AL 36849, USA
| | - Jenna E. Pruett
- Department of Biological Sciences, Auburn University, Auburn, AL 36849, USA
- Department of Ecology and Evolutionary Biology, University of Colorado Boulder, Boulder, CO 80309
| | - Jake D. Botello
- Department of Biological Sciences, Auburn University, Auburn, AL 36849, USA
| | - Cara Brittain
- Department of Biological Sciences, Auburn University, Auburn, AL 36849, USA
| | - Ísada Claudio Ford
- Department of Biological Sciences, Auburn University, Auburn, AL 36849, USA
- Department of Natural Science, University of Puerto Rico, Rio Piedras, San Juan, Puerto Rico 00925
| | - Chloe C. Josefson
- Department of Animal, Veterinary, and Food Sciences, University of Idaho, Moscow, ID 83844
| | - Randy L. Klabacka
- Department of Biological Sciences, Auburn University, Auburn, AL 36849, USA
| | - Tyler Smith
- Department of Geosciences, Auburn University, Auburn, AL 36849, USA
| | - Ariel Steele
- Department of Educational Foundations, Leadership, and Technology, Auburn University, Auburn University, Auburn, AL 36849, USA
| | - Min Zhong
- Department of Biological Sciences, Auburn University, Auburn, AL 36849, USA
| | - Scott Bowling
- Department of Biological Sciences, Auburn University, Auburn, AL 36849, USA
| | | | - Cissy J. Ballen
- Department of Biological Sciences, Auburn University, Auburn, AL 36849, USA
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9
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Reyes RJ, Hosmane N, Ihorn S, Johnson M, Kulkarni A, Nelson J, Savvides M, Ta D, Yoon I, Pennings PS. Ten simple rules for designing and running a computing minor for bio/chem students. PLoS Comput Biol 2022; 18:e1010202. [PMID: 35834439 PMCID: PMC9282537 DOI: 10.1371/journal.pcbi.1010202] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022] Open
Abstract
Science students increasingly need programming and data science skills to be competitive in the modern workforce. However, at our university (San Francisco State University), until recently, almost no biology, biochemistry, and chemistry students (from here bio/chem students) completed a minor in computer science. To change this, a new minor in computing applications, which is informally known as the Promoting Inclusivity in Computing (PINC) minor, was established in 2016. Here, we present the lessons we learned from our experience in a set of 10 rules. The first 3 rules focus on setting up the program so that it interests students in biology, chemistry, and biochemistry. Rules 4 through 8 focus on how the classes of the program are taught to make them interesting for our students and to provide the students with the support they need. The last 2 rules are about what happens “behind the scenes” of running a program with many people from several departments involved.
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Affiliation(s)
- Rochelle-Jan Reyes
- Department of Biology, San Francisco State University, San Francisco, California, United States of America
- Department of Computer Science, San Francisco State University, San Francisco, California, United States of America
- Herbert Wertheim School of Public Health and Human Longevity Science, UC San Diego, San Diego, California, United States of America
| | - Nina Hosmane
- Department of Biology, San Francisco State University, San Francisco, California, United States of America
| | - Shasta Ihorn
- Department of Biology, San Francisco State University, San Francisco, California, United States of America
| | - Milo Johnson
- Department of Computer Science, San Francisco State University, San Francisco, California, United States of America
- Department of Organismic and Evolutionary Biology, Harvard University, Cambridge, Massachusetts, United States of America
- Department of Integrative Biology, University of California, Berkeley, California, United States of America
| | - Anagha Kulkarni
- Department of Computer Science, San Francisco State University, San Francisco, California, United States of America
| | - Jennifer Nelson
- Department of Biology, San Francisco State University, San Francisco, California, United States of America
- Department of Computer Science, San Francisco State University, San Francisco, California, United States of America
| | - Michael Savvides
- Department of Computer Science, San Francisco State University, San Francisco, California, United States of America
| | - Duc Ta
- Department of Computer Science, San Francisco State University, San Francisco, California, United States of America
| | - Ilmi Yoon
- Department of Computer Science, San Francisco State University, San Francisco, California, United States of America
| | - Pleuni S. Pennings
- Department of Biology, San Francisco State University, San Francisco, California, United States of America
- * E-mail:
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10
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von Vacano C, Ruiz M, Starowicz R, Olojo S, Moreno Luna AY, Muzzall E, Mendoza-Denton R, Harding DJ. Critical Faculty and Peer Instructor Development: Core Components for Building Inclusive STEM Programs in Higher Education. Front Psychol 2022; 13:754233. [PMID: 35712159 PMCID: PMC9197167 DOI: 10.3389/fpsyg.2022.754233] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2021] [Accepted: 05/04/2022] [Indexed: 11/17/2022] Open
Abstract
First-generation college students and those from ethnic groups such as African Americans, Latinx, Native Americans, or Indigenous Peoples in the United States are less likely to pursue STEM-related professions. How might we develop conceptual and methodological approaches to understand instructional differences between various undergraduate STEM programs that contribute to racial and social class disparities in psychological indicators of academic success such as learning orientations and engagement? Within social psychology, research has focused mainly on student-level mechanisms surrounding threat, motivation, and identity. A largely parallel literature in sociology, meanwhile, has taken a more institutional and critical approach to inequalities in STEM education, pointing to the macro level historical, cultural, and structural roots of those inequalities. In this paper, we bridge these two perspectives by focusing on critical faculty and peer instructor development as targets for inclusive STEM education. These practices, especially when deployed together, have the potential to disrupt the unseen but powerful historical forces that perpetuate STEM inequalities, while also positively affecting student-level proximate factors, especially for historically marginalized students.
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Affiliation(s)
| | - Michael Ruiz
- Department of Psychology, University of California, Berkeley, Berkeley, CA, United States
| | - Renee Starowicz
- D-Lab, University of California, Berkeley, Berkeley, CA, United States
| | - Seyi Olojo
- School of Information, University of California, Berkeley, Berkeley, CA, United States
| | - Arlyn Y Moreno Luna
- Graduate School of Education, University of California, Berkeley, Berkeley, CA, United States
| | - Evan Muzzall
- D-Lab, University of California, Berkeley, Berkeley, CA, United States
| | - Rodolfo Mendoza-Denton
- Department of Psychology, University of California, Berkeley, Berkeley, CA, United States
| | - David J Harding
- Department of Sociology, University of California, Berkeley, Berkeley, CA, United States
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11
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Roscoe RD. Please Join Me/Us/Them on My/Our/Their Journey to Justice in STEM. DISCOURSE PROCESSES 2022. [DOI: 10.1080/0163853x.2022.2050084] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Rod D. Roscoe
- Human Systems Engineering, The Polytechnic School, Ira A. Fulton Schools of Engineering, Arizona State University
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12
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Singh C. Want to promote diversity in science? Offer better support. Nature 2022:10.1038/d41586-022-00694-3. [PMID: 35264804 DOI: 10.1038/d41586-022-00694-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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13
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Chakraverty D. A Cultural Impostor? Native American Experiences of Impostor Phenomenon in STEM. CBE LIFE SCIENCES EDUCATION 2022; 21:ar15. [PMID: 35225673 PMCID: PMC9250367 DOI: 10.1187/cbe.21-08-0204] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
Using a framework of colonization in science, technology, engineering, and mathematics (STEM), this U.S.-based study examined how seven Native American PhD students/postdoctoral scholars experienced impostor phenomenon. Participants were identified/contacted at a national conference on minorities in STEM through purposeful sampling. Surveys computed impostor phenomenon scores on a validated scale, while interviews documented how identity and culture contributed to impostor phenomenon in academia. Using a phenomenological approach, interviews were analyzed inductively using a constant comparative method. Surveys scores indicated high to intense impostor phenomenon. Interviews with the same participants further identified the following aspects of impostor phenomenon in relation to their minoritized identity: cultural differences and lack of understanding of Indigenous culture, lack of critical mass and fear of standing out, academic environment, family background and upbringing, and looks and diversity status. Developing a diverse and culturally competent STEM workforce requires a deeper understanding of what deters Native American individuals from pursuing a STEM career. They have the lowest college enrollment and retention rates compared with any race in the United States and could be vulnerable to racial bias and discrimination. Understanding impostor phenomenon through culturally relevant experiences would be crucial to broaden participation in STEM careers.
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Affiliation(s)
- Devasmita Chakraverty
- Ravi J. Matthai Centre for Educational Innovation, Indian Institute of Management Ahmedabad, Ahmedabad 380 015, Gujarat, India
- *Address correspondence to: Devasmita Chakraverty ()
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OUP accepted manuscript. Bioscience 2022. [DOI: 10.1093/biosci/biab146] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022] Open
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Jantzer J, Kirkman T, Furniss KL. Understanding Differences in Underrepresented Minorities and First-Generation Student Perceptions in the Introductory Biology Classroom. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2021; 22:jmbe00176-21. [PMID: 34804325 PMCID: PMC8561840 DOI: 10.1128/jmbe.00176-21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/07/2021] [Accepted: 09/07/2021] [Indexed: 06/13/2023]
Abstract
We used quantitative methods to better understand the perceptions of students in an introductory biology course (Biology 101) at a small, liberal arts college (SLAC) that is also a primarily white institution (PWI). In pre/post surveys, we asked students questions related to their attitudes and beliefs about their professor, classmates, and Biology 101. We were especially interested in the responses and outcomes of underrepresented minorities (URM) and first-generation (FG) students. Our findings suggest URM and FG students have a decreased sense of belonging and increased perceptions of exclusion and differential treatment due to race. These findings can explain, in part, the disparity in Biology 101 grade and STEM (science, technology, engineering, and math) attrition.
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Affiliation(s)
- Jacob Jantzer
- Department of Gender Studies, College of Saint Benedict, St Joseph, Minnesota, USA
| | - Thomas Kirkman
- Department of Physics and Astronomy, Saint John’s University, Collegeville, Minnesota, USA
| | - Katherine L. Furniss
- Department of Biology Teaching and Learning, Biotechnology Institute, University of Minnesota, Minneapolis, Minnesota, USA
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Hecht CA, Yeager DS, Dweck CS, Murphy MC. Beliefs, affordances, and adolescent development: Lessons from a decade of growth mindset interventions. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2021; 61:169-197. [PMID: 34266564 PMCID: PMC8903074 DOI: 10.1016/bs.acdb.2021.04.004] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/13/2023]
Abstract
Beliefs play a central role in human development. For instance, a growth mindset-a belief about the malleability of intelligence-can shape how adolescents interpret and respond to academic difficulties and how they subsequently navigate the educational system. But do usually-adaptive beliefs have the same effects for adolescents regardless of the contexts they are in? Answering this question can reveal new insights into classic developmental questions about continuity and change. Here we present the Mindset×Context framework and we apply this model to the instructive case of growth mindset interventions. We show that teaching students a growth mindset is most effective in educational contexts that provide affordances for a growth mindset; that is, contexts that permit and encourage students to view ability as developable and to act on that belief. This evidence contradicts the "beliefs alone" hypothesis, which holds that teaching adolescents a growth mindset is enough and that students can profit from these beliefs in almost any context, even unsupportive ones. The Mindset×Context framework leads to the realization that in order to produce more widespread and lasting change, we must complement the belief-changing interventions that have been aimed at students with new interventions that guide teachers toward classroom policies and practices that allow students' growth mindset beliefs to take root and yield benefits.
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Affiliation(s)
- Cameron A Hecht
- Department of Psychology and Population Research Center, University of Texas at Austin, Austin, TX, United States.
| | - David S Yeager
- Department of Psychology and Population Research Center, University of Texas at Austin, Austin, TX, United States.
| | - Carol S Dweck
- Department of Psychology, Stanford University, Stanford, CA, United States
| | - Mary C Murphy
- Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN, United States
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Hsu JL, Goldsmith GR. Instructor Strategies to Alleviate Stress and Anxiety among College and University STEM Students. CBE LIFE SCIENCES EDUCATION 2021; 20:es1. [PMID: 33635124 PMCID: PMC8108494 DOI: 10.1187/cbe.20-08-0189] [Citation(s) in RCA: 31] [Impact Index Per Article: 10.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/17/2020] [Revised: 01/04/2021] [Accepted: 01/08/2021] [Indexed: 05/05/2023]
Abstract
While student stress and anxiety are frequently cited as having negative effects on students' academic performance, the role that instructors can play in mitigating these challenges is often underappreciated. We provide summaries of different evidence-based strategies, ranging from changes in instructional strategies to specific classroom interventions, that instructors may employ to address and ameliorate student stress and anxiety. While we focus on students in science, technology, engineering, and mathematics, the strategies we delineate may be more broadly applicable. We begin by highlighting ways in which instructors can learn about and prepare to act to alleviate stress and anxiety. We then discuss how to better connect with students and build an inclusive, equitable, and empowering classroom environment. When coupled with strategies to change student evaluation and assessment, these approaches may collectively reduce student stress and anxiety, as well as improve student performance. We then discuss the roles that instructors may play in empowering students with skills that improve their time management, studying, and approach toward learning, with an eye toward ensuring their success across all their academic endeavors. We conclude by noting areas in which further research is needed to determine best practices for alleviating student stress and anxiety.
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Affiliation(s)
- Jeremy L. Hsu
- Schmid College of Science and Technology, Chapman University, Orange, CA 92866
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Feenstra S, Begeny CT, Ryan MK, Rink FA, Stoker JI, Jordan J. Contextualizing the Impostor "Syndrome". Front Psychol 2020; 11:575024. [PMID: 33312149 PMCID: PMC7703426 DOI: 10.3389/fpsyg.2020.575024] [Citation(s) in RCA: 26] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2020] [Accepted: 10/27/2020] [Indexed: 12/20/2022] Open
Abstract
The impostor "syndrome" refers to the notion that some individuals feel as if they ended up in esteemed roles and positions not because of their competencies, but because of some oversight or stroke of luck. Such individuals therefore feel like frauds or "impostors." Despite the fact that impostor feelings are often linked to marginalized groups in society, to date, research predominantly approaches this phenomenon as an issue of the individual: pointing toward individuals for the roots and solutions of the "syndrome." Drawing from a rich body of social and organizational psychology research, in this perspectives piece, we propose a shift in how scholars conceptualize and empirically examine this phenomenon. Instead of framing the insecurities of individuals belonging to marginalized groups solely as a problem that arises within these individuals, we argue that it is critical for future research to consider the important role of the environment in eliciting their impostor feelings as well. By doing so, we can address the contextual roots of individuals' impostor feelings, and offer more structural and effective solutions.
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Affiliation(s)
- Sanne Feenstra
- Department of Human Resource Management and Organisational Behaviour, University of Groningen, Groningen, Netherlands
| | | | - Michelle K Ryan
- Department of Human Resource Management and Organisational Behaviour, University of Groningen, Groningen, Netherlands.,Psychology, University of Exeter, Exeter, United Kingdom
| | - Floor A Rink
- Department of Human Resource Management and Organisational Behaviour, University of Groningen, Groningen, Netherlands
| | - Janka I Stoker
- Department of Human Resource Management and Organisational Behaviour, University of Groningen, Groningen, Netherlands
| | - Jennifer Jordan
- International Institute for Management Development, Business School, Lausanne, Switzerland
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Chen S, Binning KR, Manke KJ, Brady ST, McGreevy EM, Betancur L, Limeri LB, Kaufmann N. Am I a Science Person? A Strong Science Identity Bolsters Minority Students' Sense of Belonging and Performance in College. PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN 2020; 47:593-606. [PMID: 32659167 PMCID: PMC7961640 DOI: 10.1177/0146167220936480] [Citation(s) in RCA: 22] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Identifying as a “science person” is predictive of science success, but the mechanisms involved are not well-understood. We hypothesized that science identity predicts success because it fosters a sense of belonging in science classrooms. Thus, science identity should be particularly important for first-generation and racial-minority students, who may harbor doubts about belonging in science. Two field studies in college Introductory Biology classes (Ns = 368, 639) supported these hypotheses. A strong science identity predicted higher grades, particularly for minority students. Also consistent with hypotheses, Study 2 found that self-reported belonging in college mediated the relationship between science identity and performance. Furthermore, a social belonging manipulation eliminated the relationship between science identity and performance among minority students. These results support the idea that a strong science identity is particularly beneficial for minority students because it bolsters belonging in science courses. Practical and theoretical implications are discussed.
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