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A gender bias habit-breaking intervention led to increased hiring of female faculty in STEMM departments.

Kaatz Anna, Carnes Molly, Sheridan Jennifer, Devine PatriciaG, Forscher PatrickS, Cox WilliamTL.
UIID-AD: 4490
2017;211-215. doi: 10.1016/j.jesp.2017.07.002.

Addressing the underrepresentation of women in science is a top priority for many institutions, but the majority of efforts to increase representation of women are neither evidence-based nor rigorously assessed. One exception is the gender bias habit-breaking intervention (Carnes...

Advancing research opportunities and promoting pathways in graduate education: a systemic approach to BUILD training at California State University, Long Beach (CSULB).

Galvez G, Buonora P, Urizar GG, Henriques L, Chun CA, Vu KL, Kingsford L.
UIID-AD: 4733
2017; doi: 10.1186/s12919-017-0088-3.

Background and purpose: First-generation college graduates, racial and ethnic minorities, people with disabilities, and those from disadvantaged backgrounds are gravely underrepresented in the health research workforce representing behavioral health sciences and biomedical sciences and engineering (BHS/BSE). Furthermore, relative to...

Agentic traits are associated with success in science more than communal traits.

Ramsey LauraR.
UIID-AD: 4011
2017;6-9. doi: 10.1016/j.paid.2016.10.017.

Previous research has demonstrated that men are stereotyped as agentic and women are stereotyped as communal. Therefore, perceived importance of agentic versus communal traits for success in science may contribute to subtle gender biases in science. Perceptions of science...

Are Expectations Alone Enough? Estimating the Effect of a Mandatory College-Prep Curriculum in Michigan.

Schneider Barbara, Jacob Brian, Dynarski Susan, Frank Kenneth.
UIID-AD: 4640

This article examines the impacts of the Michigan Merit Curriculum (MMC), a statewide college-preparatory curriculum that applies to the high school graduating class of 2011 and later. Our analyses suggest that the higher expectations embodied in the MMC had...

Benefits of one-on one resume advising for undergraduate engineering students participating in a summer research program.

Hill C, Luchini-Colbry K.
UIID-AD: 4819

Whether they choose to pursue graduate school or employment, many rising college seniors are faced with completing applications for post-graduation experiences. A resume is an essential component of these applications, and in an effort to support students in creating...

Career and research outcomes of the physician-scientist training program at the University of Calgary: a retrospective cohort study.

Bau JT, Frolkis AD, Nathoo N, Yipp BG, Hollenberg MD, Beck PL.
UIID-AD: 4441
2017; doi: 10.9778/cmajo.20160103.

BACKGROUND: Physician-scientists are integral to medical research, with medical programs throughout Canada invested in training hybrid physician-scientists. Few data exist as to whether these programs are generating the diversity, gender equity and numbers of trainees essential for the future...

Computer Science, Biology and Biomedical Informatics academy: Outcomes from 5 years of Immersing High-school Students into Informatics Research.

Becich MJ, King AJ, Fisher AM, Boone DN.
UIID-AD: 4383
2017; doi: 10.4103/2153-3539.201110.

The University of Pittsburgh's Department of Biomedical Informatics and Division of Pathology Informatics created a Science, Technology, Engineering, and Mathematics (STEM) pipeline in 2011 dedicated to providing cutting-edge informatics research and career preparatory experiences to a diverse group of...

Cultivating minority scientists: Undergraduate research increases self‐efficacy and career ambitions for underrepresented students in STEM.

Carpi Anthony, Ronan DarcyM, Falconer HeatherM, Lents NathanH.
UIID-AD: 3971
2017;169-194. doi: 10.1002/tea.21341.

In this study, Social Cognitive Career Theory (SCCT) is used to explore changes in the career intentions of students in an undergraduate research experience (URE) program at a large public minority‐serving college. Our URE model addresses the challenges of...

Cultivation of science identity through authentic science in an urban high school classroom.

Chapman A, Feldman A.
UIID-AD: 4785
2017;469-491. doi: 10.1007/s11422-015-9723-3.

This study examined how a contextually based authentic science experience affected the science identities of urban high school students who have been marginalized during their K-12 science education. We examined students’ perceptions of the intervention as an authentic science...

Electrifying Engagement in Middle School Science Class: Improving Student Interest Through E-textiles.

Tofel-Grehl C, Fields D, Searle K, Maahs-Fladung C, Feldon D, Gu G, Sun C.
UIID-AD: 4310
2017;1-12. doi: 10.1007/s10956-017-9688-y.

Most interventions with “maker” technologies take place outside of school or out of core area classrooms. However, intervening in schools holds potential for reaching much larger numbers of students and the opportunity to shift instructional dynamics in classrooms. This...

Enabling full representation in science: the San Francisco BUILD project's agents of change affirm science skills, belonging and community.

Estrada M, Ben-Zeev A, Marquez-Magana L, Bibbins-Domingo K, Eroy-Reveles A, Baird T, Domingo C, Gomez CA, Parangan-Smith A.
UIID-AD: 4562
2017; doi: 10.1186/s12919-017-0090-9.

No abstract available.

Engagement, persistence, and gender in computer science: Results of a smartphone ESM study.

Perez-Felkner Lara, Schneider Barbara, Milesi Carolina, Brown Kevin.
UIID-AD: 4530

While the underrepresentation of women in the fast-growing STEM field of computer science (CS) has been much studied, no consensus exists on the key factors influencing this widening gender gap. Possible suspects include gender differences in aptitude, interest, and...

Showing 13 to 24 of 3316 entries