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In response to the low representation of Latinx adults in STEM occupations, this community-based participatory action research study aims to increase the number of middle school youths developing STEM career identities and entering high school with the intention to pursue STEM careers. The students were provided with summer and after-school activities focusing on network science and career development curricula. Using a quasi-experimental pretest–posttest design and career narratives, this study examined the changes in STEM and career self-efficacy, as well as career identity. The results show improvements in self-efficacy, an increased number of youths with intentions of pursuing future STEM career opportunities, and deeper reflections on their talents and skills after program participation. This paper also describes the program development and implementation in detail, as well as the adaptations that resulted from COVID-19, for scholars and educators designing similar programs. This study provides promising evidence for the quality of STEM and career development lessons in supporting the emergence of a STEM career identity and self-efficacy. [ABSTRACT FROM AUTHOR]

In this position paper, we start by identifying the issues inherent to coach development; we then consider the current status of coach development and present our position before concluding with key points and suggesting resolutions for the issues. Our intention is to propose the progression of appropriate practices and approaches for the professional development and preparation of coaches. In coach development, a lack of clarity exists at both organisational and individual levels, particularly around the role of and aims for coach developers. Organisationally, we consider a radical reframing required to progress the profession of coach development. We also suggest that many individuals currently involved in coach development do not possess the requisite knowledge to move the field forward. Our aspirations for coach development include recognising the need for expertise and what it looks like in practice. Coaching and coach development interactions should examine particular coaching challenges, concentrating on the thought processes and decision-making strategies necessary to solve them. This necessitates a bespoke, problem-based approach to learning. [ABSTRACT FROM AUTHOR]

This paper focuses on the impact of the educational mismatch on workers' fertility intentions and explores the underlying mechanisms. Empirical research based on the China Family Panel Survey (CFPS) data shows that undereducation has a negative effect on the fertility intentions of women aged 18–35, whereas overeducation reports no effect, a finding that remains stable in the robustness test and the IV model. An explanation for this phenomenon is that undereducated female workers have a wage premium and higher expectations of career development, which implies a greater opportunity cost of fertility. The heterogeneity analysis shows that women with low socio-economic status, especially those who are less educated, from low-income households, and who are employed in the private sector, are more affected. It is therefore necessary to reduce the substitution risk in the labor market for this group and to lighten the fertility burden and pressure on women. [ABSTRACT FROM AUTHOR]

In this paper, we examine the effect of an organization's multi-dimensional reputation on the external stakeholders' preference for an organization in the notions of reputation incongruence. We propose that an organization's incongruent reputation, or large variations among the reputations of each dimension, can be an unfavorable signal to its stakeholders based on theoretical ideas that claim reputation incongruence induces the ambiguity and risk of an organization perceived by stakeholders. We also investigate the moderating effect of reputation incongruence by positing that this incongruence may nullify the influences of reputation dimensions on the preferences of stakeholders. These propositions about reputation incongruence are empirically examined in the context of MBA programs of the global business schools which have three dimensions of reputation—career development, globalization, and research performance. [ABSTRACT FROM AUTHOR]