Search

Substantial gender equity gaps in postsecondary degree completion persist within many science, technology, engineering, and mathematics (STEM) disciplines, and these disparities have not narrowed during the 21st century. Various explanations of this phenomenon have been offered; one possibility that has received limited attention is that the sparse representation of women itself has adverse effects on the academic achievement--and ultimately the persistence and graduation--of women who take STEM courses. This study explored the relationship between two forms of gender representation (i.e., the proportion of female students within a course and the presence of a female instructor) and grades within a sample of 11,958 STEM-interested undergraduates enrolled in 8686 different STEM courses at 20 colleges and universities. Female student representation within a course predicted greater academic achievement in STEM for all students, and these findings were generally stronger among female students than male students. Female students also consistently benefitted more than male students from having a female STEM instructor. These findings were largely similar across a range of student and course characteristics and were robust to different analytic approaches; a notable exception was that female student representation had particularly favorable outcomes for female students (relative to male students) within mathematics/statistics and computer science courses.

Roberts (2020, Learning & Behavior, 48[2], 191-192) discussed research claiming honeybees can do arithmetic. Some readers of this research might regard such claims as unlikely. The present authors used this example as a basis for a debate on the criterion that ought to be used for publication of results or conclusions that could be viewed as unlikely by a significant number of readers, editors, or reviewers.

Students who perceive their instructors to endorse growth (vs. fixed) mindset beliefs report better classroom experiences (e.g., greater belonging, fewer evaluative concerns) and, in turn, engage in more behaviors that promote academic success (e.g., class attendance and engagement). Although many instructors personally endorse growth (vs. fixed) mindset beliefs, their students often perceive their beliefs quite differently. And, to date, little is known about "how" students come to perceive their instructors as growth-minded or as fixed-minded. To address this, the present research employs a social cognitive classification paradigm to identify teaching behaviors that "students" perceive as communicating instructors' mindset beliefs. College students (N[subscript Students] = 186) categorized specific teaching behaviors (N[subscript Behaviors] = 119) as signaling either fixed or growth mindset beliefs. Even after controlling for students' personal mindset beliefs and the warmth of the teaching behavior, we found that when instructors suggest everyone can learn, offer opportunities for feedback, respond to struggling students with additional support and attention, and place value on learning it signals to students that their instructor endorses more growth mindset beliefs. Conversely, when instructors suggest that some students are incapable, fail to provide opportunities for feedback, respond to students' struggle with frustration and/or resignation, and place value on performance and brilliance it signals to students that their instructor endorses fixed mindset beliefs.

Science is undergoing rapid change with the movement to improve science focused largely on reproducibility/replicability and open science practices. This moment of change-in which science turns inward to examine its methods and practices-provides an opportunity to address its historic lack of diversity and noninclusive culture. Through network modeling and semantic analysis, we provide an initial exploration of the structure, cultural frames, and women's participation in the open science and reproducibility literatures (n = 2,926 articles and conference proceedings). Network analyses suggest that the open science and reproducibility literatures are emerging relatively independently of each other, sharing few common papers or authors. We next examine whether the literatures differentially incorporate collaborative, prosocial ideals that are known to engage members of underrepresented groups more than independent, winner-takes-all approaches. We find that open science has a more connected, collaborative structure than does reproducibility. Semantic analyses of paper abstracts reveal that these literatures have adopted different cultural frames: open science includes more explicitly communal and prosocial language than does reproducibility. Finally, consistent with literature suggesting the diversity benefits of communal and prosocial purposes, we find that women publish more frequently in high-status author positions (first or last) within open science (vs. reproducibility). Furthermore, this finding is further patterned by team size and time. Women are more represented in larger teams within reproducibility, and women's participation is increasing in open science over time and decreasing in reproducibility. We conclude with actionable suggestions for cultivating a more prosocial and diverse culture of science.

Three studies examine how organizational mindset-whether a company is perceived to view talent as fixed or malleable-functions as a core belief that predicts organizational culture and employees' trust and commitment. In Study 1, Fortune 500 company mission statements were coded for mindset language and paired with Glassdoor culture data. Workers perceived a more negative culture at fixed (vs. growth) mindset companies. Study 2 experimentally manipulated organizational mindset and found that people evaluated fixed (vs. growth) mindset companies as having more negative culture norms and forecasted that employees would experience less trust and commitment. Study 3 confirmed these findings from more than 500 employees of seven Fortune 1000 companies. Employees who perceived their organization to endorse a fixed (vs. growth) mindset reported that their company's culture was characterized by less collaboration, innovation, and integrity, and they reported less organizational trust and commitment. These findings suggest that organizational mindset shapes organizational culture.

Coronary artery disease (CAD) is more frequent among individuals with dysglycemia. Preventive interventions for diabetes can improve cardiometabolic risk factors (CRFs), but it is unclear whether the benefits on CRFs are similar for individuals at different genetic risk for CAD. We built a 201-variant polygenic risk score (PRS) for CAD and tested for interaction with diabetes prevention strategies on 1-year changes in CRFs in 2,658 Diabetes Prevention Program (DPP) participants. We also examined whether separate lifestyle behaviors interact with PRS and affect changes in CRFs in each intervention group. Participants in both the lifestyle and metformin interventions had greater improvement in the majority of recognized CRFs compared with placebo (P < 0.001) irrespective of CAD genetic risk (P interaction > 0.05). We detected nominal significant interactions between PRS and dietary quality and physical activity on 1-year change in BMI, fasting glucose, triglycerides, and HDL cholesterol in individuals randomized to metformin or placebo, but none of them achieved the multiple-testing correction for significance. This study confirms that diabetes preventive interventions improve CRFs regardless of CAD genetic risk and delivers hypothesis-generating data on the varying benefit of increasing physical activity and improving diet on intermediate cardiovascular risk factors depending on individual CAD genetic risk profile.

Two decades of research consistently demonstrates that students' beliefs about the malleability of intelligence (also known as "mindsets") influence their motivation and academic outcomes. The current work provides a novel extension to this literature by examining how STEM professors' mindset beliefs can influence students'--and particularly female students'--anticipated psychological experiences and interest in those professors' courses. In 3 experiments, college students evaluated STEM courses taught by professors who espoused either fixed or growth mindset beliefs. Students' anticipated psychological experiences (i.e., fair treatment concerns, sense of belonging, evaluation concerns), anticipated course performance, and ultimately, course interest were assessed. Results revealed that, regardless of gender, students anticipated more negative psychological experiences, lower performance, and lower course interest when courses were taught by STEM professors who endorsed more fixed (vs. growth) mindset beliefs. However, consistent with an identity threat framework, the effects of STEM professors' mindset beliefs (in all studies and across all outcomes) were much larger among female students. Results suggest that professors' perceived mindset beliefs may deter students from taking the STEM courses students need in order to major in STEM.

For most researchers, academic publishing serves two goals that are often misaligned--knowledge dissemination and establishing scientific credentials. While both goals can encourage research with significant depth and scope, the latter can also pressure scholars to maximize publication metrics. Commercial publishing companies have capitalized on the centrality of publishing to the scientific enterprises of knowledge dissemination and academic recognition to extract large profits from academia by leveraging unpaid services from reviewers, creating financial barriers to research dissemination, and imposing substantial fees for open access. We present a set of perspectives exploring alternative models for communicating and disseminating scientific research. Acknowledging that the success of new publishing models depends on their impact on existing approaches for assigning academic credit that often prioritize prestigious publications and metrics such as citations and impact factors, we also provide various viewpoints on reforming academic evaluation. [ABSTRACT FROM AUTHOR]

Employment guidance theory and praxis promote long-term career development and access to decent work and sustainable jobs, yet the focus of public employment services in recent times has been influenced by policy matters of activation, conditionality and rapid job placement. While effective for some, it has been less effective for workers exposed to negative impacts of social and economic development. COVID-19-related unemployment has highlighted the need for employment guidance mechanisms that facilitate inclusive and resilient labour forces. Drawing on previous developments in employability approaches, this paper presents a conceptual analysis of employment guidance, integrating it within a work-first to life-first employability continuum. We propose an expansion of theory-informed employment guidance in national public employment services towards work-life employability for all.

Equity gaps in students' experiences and academic outcomes often exist in science, technology, engineering, and mathematics (STEM) college courses, particularly early prerequisite courses. The Student Experience Project (SEP) is a collaboration between college instructors, university leaders, and national education and improvement organizations to implement classroom interventions to eliminate these gaps. First, this article explains what the SEP is and the evidence base behind the SEP. Next, the article discusses how past research is applied in the SEP, early learning from SEP data, and implementation insights. The article then concludes by sharing what is next for the SEP.

This paper examines the recently developed construct of student identity centrality, which describes the importance of being a student to a person's sense of self. The present study uses multiple college student surveys and institutional data to expand upon initial work in several ways. First, it shows that this construct is measured reliably using a single three-item scale. Second, it employs measurement invariance analyses, which indicate that this scale is valid for examining and comparing different groups of students. Third, it provides evidence for convergent and divergent validity through exploring relationships between student identity centrality and relevant psychological and experiential constructs. Fourth, even when controlling for demographics, prior academic achievement, stereotype threat, and grit, it finds that student identity is positively and significantly associated with college credits earned; grades in science, technology, engineering and mathematics coursework; academic confidence; college sense of belonging; and subjective well-being. Implications for future research, assessment, and higher education practice are discussed.

Gonoderma lucidum (G. lucidum) and Cordyceps militaris (C. militaris) are among the many mushrooms known for their long history of use in traditional medicine. Wildcrafted sources of mushrooms including G. lucidum and C. militaris can be limited from a scarcity and quality perspective, but solid fermentation processes in cultivation settings can provide an efficient way to deliver whole mushroom preparations of a consistent composition. Despite the historical use of these mushrooms, few published reports have explored their potential subchronic oral toxicity or genotoxicity, either from specific components or whole mushroom preparations. The purpose of this study was to assess the potential for acute toxicity, subchronic toxicity, and genotoxicity of powders produced from G. lucidum mycelial biomass and fruiting body ("Organic Reishi M2-102-02 powder") cultured on oats, and C. militaris mycelial biomass, stroma, and fruiting body ("Organic Cordyceps M2-116-04 powder") cultured on oats. Results of the testing demonstrate that both Organic Reishi M2-102-02 powder and Organic Cordyceps M2-116-04 powder were not acutely toxic, did not exhibit subchronic oral toxicity in rats at doses up to the highest dose tested of 2,000 mg/kg bw/day, and did not have genotoxic potential based on in vitro and in vivo genotoxicity assays. [ABSTRACT FROM AUTHOR]

The past was a different country, and the future will be different too. The Covid-19 pandemic has brought in its wake massive unemployment, shifting attention away from pre-pandemic labour market challenges. More labour market turbulence can be expected in the context of the fourth industrial revolution, digitalisation and automation, as well as climate-change-related transitions. In this context of such acute uncertainty, flexible, adaptable public employment institutions are a core requirement. Concerned with institution building, this paper explores how to maximise synergies in existing Public Employment Services (PES) while developing an ecosystem that can utilise all other available resources across public, private and not-for-profit national and local institutions. The political context for policy and institutional reform is a centralised, relatively small and open state which demonstrates some capacity to learn from previous crises and institutional reforms to tackle unemployment. The concept of a Strategic Action Field is used to deepen our understanding of the structure and agency dynamics underlying PES reform in the context of quasi-markets. A more systematic approach to institutional reform is needed that values a diversity of actors – this is visualised as a Public Employment Eco System (PEES) embedded in processes of network governance and collaborative innovation.