Undergraduate Degree Research Articles

Early career researchers in health policy and systems research: insights from freelancers in a non-profit organization in the Philippines

BackgroundThe freelance economy has seen rapid growth worldwide in recent years and the Philippines is not an exception. Freelance workers are becoming increasingly common in healthcare and research. Early career researchers carry out most of scientific research and can play a critical role in advancing public health by bringing new perspectives and diversity to the field. Existing literature has mostly focused on the experiences of early career researchers in an institutional academic setting. This study aimed to understand the experiences of freelance early career researchers in the health policy and systems space in the Philippines.MethodsThis qualitative study collected data from 18 to 22 March 2022 through virtual interview and focus group discussions. Themes and codes were created based on the topic guide developed. New themes and codes were generated as they emerged. Two researchers coded the data using both a priori and emergent codes. Any coding conflicts were resolved through discussions until intercoder agreement was reached. Interpretation and conclusions from the data were developed by 2 researchers with consideration for its context and relationship between themes.ResultsFifteen current and former freelance researchers participated in the study. Most are female, under 35 years old, and with an undergraduate degree as the highest educational attainment. The findings highlight insights and challenges faced by early career researchers in aspects of: (1) work arrangement, (2) tasks, (3) expectations from senior researchers, (4) development in the health policy and systems field, (5) relationship with peers, and (6) motivations for continuing to work as a freelance health policy and systems researcher.ConclusionThis study reveals the challenges freelance early career researchers face, highlighting the need for enhanced support and recognition amidst rapidly evolving workforce demands and complex health dilemmas. Recommendations include structured mentorship, professional development, innovative funding models, and the establishment of a supportive network. Advocacy for policies ensuring freelancer inclusion in the economy and policy-making is crucial. Future research should investigate their experiences further, including their roles, transitions, and the impacts of funding trends, to foster their development and integration into public health research and policy.

Father Roberto Landell de Moura and his contribution in the history of science and mobile communications

One of the highlights on the science and technology in Brazil is Father Roberto Landell de Moura, a Brazilian who developed the first radio transmitter in the world carrying the human voice by means of electromagnetic waves in 1893. It is reasonable to assume that an undergraduate degree in Technology in Computer Networks, students have the notion of Father Inventor work in relation to wireless transmissions. The purpose of this study and examine the phenomenon exists the notion of the work done by the Brazilian scientist, Father Moura. The study is conducted in a group of those who finished a course of Technology in Computer Networks, as this is an area that works a lot with wireless networks. It conducted a qualitative study that finds that few students said they had the idea in focus. It is suggested that the courses of this area address this important aspect.

Size and Location of Preterm Brain Injury and Associations With Neurodevelopmental Outcomes.

We examined associations of white matter injury (WMI) and periventricular hemorrhagic infarction (PVHI) volume and location with 18-month neurodevelopment in very preterm infants. A total of 254 infants born <32 weeks' gestational age were prospectively recruited across 3 tertiary neonatal intensive care units (NICUs). Infants underwent early-life (median 33.1 weeks) and/or term-equivalent-age (median 41.9 weeks) MRI. WMI and PVHI were manually segmented for quantification in 92 infants. Highest maternal education level was included as a marker of socioeconomic status and was defined as group 1 = primary/secondary school; group 2 = undergraduate degree; and group 3 = postgraduate degree. Eighteen-month neurodevelopmental assessments were completed with Bayley Scales of Infant and Toddler Development, Third Edition. Adverse outcomes were defined as a score of less than 85 points. Multivariable linear regression models were used to examine associations of brain injury (WMI and PVHI) volume with neurodevelopmental outcomes. Voxel-wise lesion symptom maps were developed to assess relationships between brain injury location and neurodevelopmental outcomes. Greater brain injury volume was associated with lower 18-month Motor scores (β = -5.7, 95% CI -9.2 to -2.2, p = 0.002) while higher maternal education level was significantly associated with higher Cognitive scores (group 3 compared 1: β = 14.5, 95% CI -2.1 to 26.9, p = 0.03). In voxel-wise lesion symptom maps, brain injury involving the central and parietal white matter was associated with an increased risk of poorer motor outcomes. We found that brain injury volume and location were significant predictors of motor, but not cognitive outcomes, suggesting that different pathways may mediate outcomes across domains of neurodevelopment in preterm infants. Specifically, assessing lesion size and location may allow for more accurate identification of infants with brain injury at highest risk of poorer motor outcomes. These data also highlight the importance of socioeconomic status in cognitive outcomes, even in preterm infants with brain injury.

Uncovering common elements among undergraduate leadership degree programs

PurposeThis research sought to determine if there existed a common set of courses amongst undergraduate leadership degree programs, provide guidance for new program development and program revision, promote discussion about future leadership curriculum development and provide a starting point for developing common leadership curriculum expectations nationally.Design/methodology/approachContent analysis was performed.FindingsProgram course similarities appear to represent the organic development of unofficial common core requirements within undergraduate leadership programs. Further, there appeared to be no significant trend as to which academic department leadership programs were placed.Originality/valueThis study identifies commonly occurring classes in traditional leadership degrees, offering insights for the development of new programs and assessment of current leadership degrees.

Use of ICT to implement an active learning strategy in soil mechanics courses at undergraduate level

Nowadays engineers are constantly dealing with more complex problems, uncertainty, incomplete data, and demands of customers, governments, environmentalists, and public. This requires technical skills as well as skills in human relations. So, during their academic background it is necessary to incorporate more skills, social and technological, into their base knowledge. This can be accomplished introducing Information and Communication Technologies (ICT) in Higher Education (HE). Several studies show that the use of ICT in teaching promotes participation, engagement, collaboration, and student interaction, making them more active participants and responsible for their learning. In addition to these advantages, ICT allow to give equal importance to learning processes and to the contents, as the activities offered by ICT allow to the students develop communication skills, teamwork, finding and evaluating information, access, and manipulation of large amounts of data, work with other technologies, update and refine existing skills and knowledge. It was in this context that Guided Exercises emerged. A Guided Exercise permits students to relate models and help them to solve a complex exercise step by step. This strategy was used in two consecutive courses of an undergraduate degree in Civil Engineering, Soil Mechanics I and Soil Mechanics II at the University of Aveiro, Portugal. The results show that students considered the strategy useful for the understanding of the concepts covered in the course. Analysing the students’ academic performance, it can be concluded that those who used this methodology had a better approval ratio. This paper presents data to support these statements.

A randomized wait-list controlled trial of Men in Mind: Enhancing mental health practitioners' self-rated clinical competencies to work with men.

Improved engagement of men in psychotherapy is an essential element in improving male health outcomes. This trial examined whether the Men in Mind intervention improved practitioners' self-rated clinical competencies to engage and respond to male clients in therapy. A parallel, single-blind, wait-list randomized controlled trial was conducted with Australian-based mental health practitioners, currently administering psychotherapy to males, fluent in English, and not currently completing their undergraduate degree. Participants were randomly assigned 1:1, through variable-sized blocks stratified by gender, to either the intervention (Men in Mind) or wait-list control. Men in Mind was offered as a self-led 6-week, five-module online program to upskill practitioners to engage and respond to male clients. The primary outcome was self-reported competency in engaging men in psychotherapy, measured by the Engaging Men in Therapy Scale (EMITS) at 6 weeks. All analyses were by intention-to-treat. Between January 16 and March 17, 2022, 587 participants were randomly assigned to the intervention (n = 300) or wait-list control (n = 287). In total, 492 (84%) participants completed the primary endpoint assessment at 6 weeks. Men in Mind demonstrated a large effect of improved EMITS scores compared to the control group (d = 2.63, 95% CI [2.39, 2.87], p < .001). Men in Mind was effective at increasing mental health practitioners' self-reported efficacy to work with men, which is potentially a key change mechanism in their ability to improve health outcomes for male clients. A limitation of the trial was the use of a bespoke, self-reported primary outcome, while a strength was the gender-responsive intervention design. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Nurse Educator's experiences and challenges with online teaching: A qualitative descriptive study

IntroductionDuring the Coronavirus disease (COVID-19) pandemic, many educational institutions faced the challenge of providing and implementing online education. Despite this challenge, most adopted online education systems to ensure that the teaching and learning process continued. This study aimed to explore nursing educators’ experiences related to adopting online-only teaching during the (COVID-19) pandemic, providing nursing students with the best learning experiences, and preparing faculty members to teach online. MethodThis qualitative descriptive study was conducted using semi-structured interviews from June 2020 to September 2020. Using purposive sampling, 12 nursing educators in Saudi Arabia who taught university courses online during COVID-19 were recruited. They were selected based on their teaching experience in undergraduate and postgraduate degree nursing programs. ResultsThematic analysis revealed an overarching theme—faculty challenges—and three sub-themes—emotional, technical, and educational challenges. Secondary sub-themes comprised four challenges that the nursing faculty faced—using online platforms, accessibility, cheating, and dealing with students’ clinical practice—which were found to be interconnected and interrelated. DiscussionMost nursing educators had to shift to online distance teaching suddenly; thus, they faced several challenges related to online teaching, e-learning literacy, classroom management, and connectivity as they transitioned to digitalization. To address these issues, this study recommends that university management organize training programs for educators to help them more effectively conduct online classes. These findings will be valuable for universities, policymakers, designers, and producers to enhance the implementation of their e-learning systems.

Factors Affecting the Decision of First-Year Pharmacy Students to Study Pharmacy in Can Tho, Vietnam

Establishing and maintaining a highly-trained pharmaceutical workforce is crucial for serving the healthcare needs of the population. Globally, various factors have been associated with the decision of students leaving high school to pursue an undergraduate degree in pharmacy, however, this topic has not yet been explored in Vietnam. To explore the motivations of first-year undergraduate pharmacy students to study pharmacy at university. A cross-sectional study was conducted on 428 first-year pharmacy students enrolled in undergraduate pharmacy programs from across all universities in Can Tho, Vietnam, including one public university (193 students) and two private universities (235 students), from November 2022 to February 2023. Exploratory factor analysis identified five underlying factors associated with the choice of students to study pharmacy, with internal consistency assessed using Cronbach’s Alpha (α): personal factors (α = .86), career (α = .88), advice (α = .74), reputation (α = .84), and promotion (α = .76). Of these factors, personal factors had the greatest impact (mean = 4.13), while the least influential factor was promotion (mean = 2.92). Compared to public university students, private university students were more influenced by career ( p = .019), advice ( p = .002), and promotion ( p &lt; .001) when making the decision to study pharmacy. This study identifies the factors associated with the decision to pursue pharmacy education. These findings may be of interest to educational institutions addressing how they attract students and meet the workforce needs of the pharmaceutical industry and healthcare system.

Hemodialysis nurses' knowledge, attitude, and practices in managing vascular access: A cross-sectional study in Saudi Arabia.

Hemodialysis continues to be the primary approach for renal replacement therapy. Vascular access (VA), particularly arteriovenous fistula or arteriovenous graft, is the preferred technique for establishing hemodialysis access due to its lower risk of infection and central venous stenosis compared to catheters. The aim of this cross-sectional investigation was to examine hemodialysis nurses' knowledge, confidence, and practices in managing VA in Saudi Arabia. This is an online cross-sectional survey study that was conducted in Saudi Arabia between June and August 2023. This study utilized a previously validated questionnaire. Examined dialysis nurses' knowledge, attitude, practice, and self-efficacy pertaining to VA cannulation and evaluation. Binary logistic regression analysis was used to identify predictors of better knowledge of dialysis VA. A total of 197 participants were involved in this study. Around one-third of the study participants (37.0%) reported that they have received specialized training in managing VA. Participants agreement (answered agree or strongly agree) on statements that examined attitudes toward dialysis VA cannulation and management was high and ranged between 75.0% and 93.0%. The majority of participants (97.5%) reported that they perform this assessment. Most nurses (65%) preferred the rope-ladder technique. Participants agreement on statements that examined self-efficacy on dialysis VA cannulation and management was high and ranged between 72.1% and 98.0%. The most commonly agreed upon statement was that "they have confident in performing hemodialysis access (arteriovenous fistula and arteriovenous graft) assessment before cannulation." With 98.0% (answered agree and strongly agree). The mean knowledge score for our study sample was 6.4 (SD: 2.0) out of 12 (53.3%); which reflects marginal-level of knowledge on dialysis VA. Binary logistic regression analysis identified that nurses who have undergraduate degree are 92% more likely to be knowledgeable on dialysis VA compared to others (P < .05). Concerning VA, the level of knowledge among hemodialysis nurses working in Saudi Arabia was inadequate. Nurses who hold an undergraduate degree are presumed to have a more extensive understanding of dialysis VA. Further education programs are necessary for HD nurses to enhance their knowledge of VA, thereby optimizing their professional practices and enhancing the outcomes for their patients.

Evaluation of undergraduate academic programs through data envelopment analysis and time-to-degree estimates at Spanish public universities

This article proposes nonparametric and parametric methods for conducting meaningful evaluations of academic programs. In particular, it proposes the use of data envelopment analysis (DEA) along with regression analysis for the evaluation of Spanish public universities' undergraduate curricula. Unlike the radial DEA models, which assume an equiproportional expansion of all outputs to achieve efficiency, the current study also relies on the use of non-radial DEA models for assessing the efficiency of Spanish public universities. A non-radial DEA measure (the so-called Russell measure) allows for unlike proportional augmentations in each positive output. In this study, non-radial DEA measures allow us to identify different levels of inefficiency for each output considered (social sciences and non-social sciences degrees). Specifically, the results show that the inefficiency in the production of scientific and technical degrees is greater than that in the production of humanities and social sciences degrees, although there are differences among institutions. Bachelor's degree production time is also estimated, and a duration analysis explains the time to degree. A worrying result is the "excessive" time it takes for a university to produce four-year undergraduate degree programs. The mean graduation time is 5.7 years. The Cox proportional hazards regression shows that a shorter time to graduation is associated with higher teaching quality as well as a higher faculty-to-student ratio. Parametric survival analysis using a lognormal distribution with gamma frailty also verifies these latter results.

Hotel Management Trainee Programs: Are They Effective?

Management trainee programs (MTPs) are leadership and management development initiatives used by hotels to develop talent, reduce turnover rates, and manage the succession of managerial positions. The effectiveness of these programs is paramount as the benefits of MTPs can greatly impact the success of a hotel. Therefore, evaluating the effectiveness of MTPs is an integral part of human resource practices. An ineffective program may lead to hotel objectives not being met, notably, negative financial consequences for the hotel. Four current MTPs in the hotel industry were assessed to identify common factors of these programs. The programs are targeted to potential hotel employees who recently graduated with an undergraduate degree in hospitality or tourism-related programs. Finally, the possible consequences of an ineffective MTP are explored through the examination of a dilemma at The Pegassoo Hotel in Rhodes, Greece.

Treatment Perception and Utilization of Dental Care During Pregnancy Among Women Visiting Antenatal Clinics in King Abdulaziz Medical City & Primary Healthcare, National Guard, Jeddah, Saudi Arabia.

Objectives To identify how readily accessible dental care is to a sample of pregnant women in King Abdulaziz Medical City (KAMC), Jeddah, and to determine any potential obstacles to receiving dental care while pregnant. Methodology Female patients visiting antenatal clinics in KAMC in Jeddah, Saudi Arabia were the target group for this cross-sectional study. The age range was limited to childbearing age (18-48 years old). Both pregnant and non-pregnant women were established in obstetrics and gynecology clinics. The pattern of dental service use and attitude toward dental treatment during pregnancy were assessed using a self-administered questionnaire. Other data were gathered, such as demographics, education, employment status, and the number of live births. Results This study included 361 participants in the survey with an 80% response rate. A large proportion of participants was in the age group of 19 to 35 years old (75.07%; p-value< 0.0001), holding undergraduate degrees (58.17%; p-value< 0.0001), housewives (77.56%; p-value< 0.0001), married (99.45%; p-value< 0.0001), non-pregnant women (75.07%; p-value< 0.0001), and have three or more children (42.94%; p-value< 0.0001). About two-thirds of the participants reported using private hospitals for their dental services (65.37%; p-value< 0.0001), while 22.03% (p-value< 0.0001) of the participants reported visiting a dentist in the last six monthsand 7.2% (p-value< 0.0001)visited a dentist during pregnancy. In terms of awareness questions, 72.02% (p-value< 0.0001) reported that if the mother did not eat well, the baby takes calcium from the mother's teeth, 43.77% (p-value< 0.0001) reported brushing teeth at least three times a day, and 42.94% (p-value< 0.0001) ofwomen reported that they do not have an idea about what they needto do if a pregnant woman needs treatment that requires taking X-rays. Similar patterns were observed in other awareness answers. Conclusion Based on the study's findings, there is a significantly low rate of dental care utilization inthe sample of pregnant women. We conclude that educated women are more likely to maintain good oral hygieneand are more satisfied with their oral health. However, a large proportion of participants reported dental problems during their pregnancy. In general, a lack of knowledge about the safety of dental care during pregnancy is the main obstacle to seeking dental care. Limitations The selected sample was from antenatal clinics in KAMC & Primary Healthcare, National Guard, Jeddah, Saudi Arabia. As a result, the findings of this study cannot be applied to the total female population of Jeddah, Saudi Arabia. Because the information was self-reported, which is a common issue with self-administered questionnaires, and because participation in the study was voluntary and participant confidentiality was maintained, there is a low chance that the data may be subject to recall or response bias.

What Predicts Graduate Public Health Student Success? Evidence for Admission Committees in a Post-Affirmative Action Landscape.

A severe staff shortage and a dearth of professionals from underrepresented backgrounds in the public health workforce are contributing to poor health outcomes in the United States. Schools and programs can mitigate these problems by admitting more graduate public health students overall and from underrepresented backgrounds. We identified predictors of foundational graduate public health course grades and graduate grade point average (GPA), sharing evidence to remove application factors that are admission barriers and do not predict student outcomes. We conducted a linear regression analysis on demographic and academic factors from 564 graduate public health applications for students at the University at Buffalo who received their degree from January 1, 2016, to February 1, 2021, analyzing age, race and ethnicity, sex, income, undergraduate degree, verbal and quantitative Graduate Record Examination (GRE) percentiles, and undergraduate GPA. Outcomes were grades in foundational public health courses and cumulative graduate GPA. Undergraduate GPA was the best predictor of graduate public health student success, explaining nearly 7% of foundational public health course grades and 29% of graduate GPA. Higher undergraduate GPA contributed to higher course grades and graduate GPA. GRE scores explained <1% of student outcomes. Our findings add to the growing body of research showing that standardized test scores may not predict graduate student outcomes and provide further evidence for the field of public health to consider removing this admission barrier. By doing so, institutions could admit more students to graduate public health programs who can bring needed skills to the market, further diversifying the workforce and public health faculty, to better meet population health needs.

CONSUMER PREFERENCE TOWARDS THE ATTRIBUTES OF AQUAPONICS PRODUCTS AT PT. TANIKOTA

The increasing awareness of healthy lifestyle among the public has made consumers more selective in choosing their food, particularly vegetables. Aquaponic vegetable products, which are free from pesticides, have emerged as an alternative for health-conscious consumers. This study aimed to identify the characteristics of consumers who purchase aquaponic vegetables based on product attributes at PT. Tanikota and to determine the ranking of attributes of aquaponic vegetables according to consumer preferences. The research method employed in this study was a case study, using a whole population of 70 aquaponic vegetable consumers at PT. Tanikota as the respondents. Data were analyzed using descriptive analysis of frequency distribution. The results of the study revealed that the characteristics of consumers who buy aquaponic vegetables at PT. Tanikota were generally women aged 26-35 years, holding an undergraduate degree, with 3 family dependents, employed in private sectors, and having an income range of 2,600,000-Rp 5,200,000/month. The attributes of aquaponic vegetables at PT. Tanikota were ranked based on consumer preferences, with the level of freshness of vegetables, variety of vegetables, color of vegetables, method of payment, method of purchase, physical form of vegetables, vegetable size, distance, vegetable packaging, and the price of vegetables, respectively. The lower rank of price attributes can be attributed to the lack of aquaponic vegetable cultivation in the city of Bandung, which makes it difficult for consumers to compare the prices offered by PT. Tanikota with those offered by other companies.

Can the role of a personal tutor contribute to reducing the undergraduate degree awarding gap for racially minoritised students?

AbstractThe imperative to address the complex problem of degree awarding gaps within UK higher education institutions is multifaceted and messy. Various studies have continually highlighted this persistent undergraduate awarding gap (racial equity gap or/ethnicity gap) between White and racially minoritised students. This disparity in educational outcomes, where racially minoritised students compared to their White counterparts are less likely to graduate with good honours degrees, has gained considerable attention from policymakers and scholars. This underscores the need for comprehensive strategies that transcend conventional approaches and boundaries to achieve systemic change. Efforts to close the awarding gap have predominantly focused on decolonising the curriculum, which is vital. Still, it is also crucial to recognise personal tutoring (PT) as a pivotal and often underestimated role in addressing the awarding gap. The PT role, with its potential to provide a joined‐up experience for students, promoting student engagement and enabling them to navigate the ever‐changing academic landscape, can be a catalyst for racial equity and an antidote to the degree awarding gap. By reviewing the literature, empirical studies, policy frameworks and practical implementations, this paper sheds light on the diverse ways PT can serve as a potent tool for promoting equity and inclusion and enhancing equitable outcomes for all. Through a synthesis of existing literature and critical analysis, this scoping review highlights ways PT in higher education is conceptualised nationally and internationally and how it can drive transformational change in higher education when aligned with principles of equity.

Trabajo colaborativo como método de enseñanza innovador: beneficios y desafíos

IntroductionThe use of innovative teaching methodologies, such as collaborative work, constitutes a significant change for both teachers and students. This method requires greater autonomy from students, and significantly more effort from both students and teachers due to the importance of careful planning and the monitoring of learning. Thus, this teaching model promotes the development of various skills which include critical thinking and self-management. MethodWe carried out a cross-sectional observational study of a collaborative activity used in several classes in the subject Diagnostic Imaging and Physical Medicine in the third year of an undergraduate medicine degree. The students were divided into 13 groups of 8 people, separated using the order of the class list to avoid grouping friends. Each group was given a different clinical case with a radiological image of a bone tumour, and the students were asked to describe it individually at home applying the theory they had been taught in previous Semiology of bone tumours classes. Subsequently and autonomously, they then had to describe it to a classmate from the same group. Later, they described it in groups of 2 and 4 during class time before the group of 8 students finally had to describe it in front of the whole class and try to provide a diagnosis. During the preparatory classes, the teacher went around the groups answering questions. After the final description, the teacher provided feedback. The activity was evaluated through a questionnaire filled out by the students. ResultsThe results of the survey reveal the opinions of the students. Overall, they found the methodology to be appropriate, and 60% of those surveyed said that it facilitated the acquisition of knowledge, is an innovative form of self-learning, increased their level of involvement and improved their relationships with their colleagues. Likewise, more than 50% of the participants believe that collaborative work is an appropriate method for their training, providing them with a greater sense of participation. ConclusionCollaborative work is found to be an appropriate methodology to improve the acquisition of knowledge. However, it requires greater effort and involvement from both teachers and students, which means that students are not keen on applying it to other subjects. Students consider as a drawback the potential for imbalances of participation.

Reflections on my engineering student experience and career path: Exploring my positionality and the impact to my research

Critical reflection and positionality has become more common in engineering education research. I am a PhD student pursuing research to explore the influence of the undergraduate experience on career pathways for engineering graduates. The purpose of this critical reflection is to determine which aspects of my undergraduate experience and career path might have been influential for me and how this impacts my research process. This reflection included narratives describing pivotal moments or experiences in my undergraduate degree and career path, theming them using an inductive approach. The majority of experiences deemed to be pivotal or influential to my career were related to my sense of belonging and my involvement in student clubs. These experiences have affected my research process through my research topic, methodology and how I relate to my research participants. This allows me to be cognizant of my biases as I continue my PhD research.

Predicting Graduate University Admission in Azerbaijan Using Multiple Regression

Each year, Azerbaijani universities strive to attract the best candidates for graduate degrees within the academic hierarchy. Since 2005, one-third of undergraduates have been applying for master’s programs. The admission decisions primarily depend on the State Examination Center exam scores. This quantitative research mainly discusses the predictors of graduate university admission based on numerous factors using multiple linear regression. This study statistically measured four independent variables to predict university graduate admission scores in 2021 (GAS21). Significant differences were found between the average graduate admission scores of 2021 and those of 2020 (GAS20) and the percentage of students who scored &gt;86%. There was no evidence of a connection between graduate and undergraduate admission scores and undergraduate enrollment. There is a need for more theoretical and descriptive studies to verify whether universities/institutions lose their prestige after the undergraduate degree.

Male psychologists and female mathematicians: Gender beliefs and undergraduate degree choices

AbstractGlobally, men and women are numerically dominant in undergraduate degrees in math and psychology, respectively. A variety of theoretical perspectives predict that individuals who adhere more to gender stereotypes will be more represented in gender‐dominant fields. Using a pre‐registered methodology, we recruited men and women enrolled in psychology and math degree programmes in the United Kingdom and assessed a variety of gender beliefs and identities. Overall, femininity was (marginally) higher in psychology, and higher amongst women generally. Moderated regression analyses revealed that women who were low in masculinity and high in femininity (the stereotypical pattern) were most likely to be in psychology degrees, whilst women who were low in both were most likely to be enrolled onto math programmes. For men, no component of gender identity or beliefs predicted degree programmes. Overall, these results demonstrate how dimensions of gender identity may account for gender differences in undergraduate representation. Specifically, women in STEM fields tend to not describe themselves in stereotypical masculine or feminine traits. We discuss implications for efforts to increase uptake of gender stereotype incongruent career paths (e.g., women in STEM) with a particular focus on how femininity may be rejected in counter‐stereotypical domains.

Building conceptual and methodological bridges between SSE's diversity, equity, and inclusion statement and educational actions in evolutionary biology.

The field of evolutionary biology must bridge the gap between its diversity, equity, and inclusion (DEI) commitments and data-driven educational actions in the nation's undergraduate classrooms and degree programs. In this article, we discuss the urgent need for the adoption of equity frameworks and why they are centrally important to data-driven DEI efforts in evolutionary biology. We describe why equity indicators (e.g., measures) must be anchored in and aligned with equity frameworks. We introduce a specific equity framework for learning (the enhanced educational debt framework) and illustrate how it may be leveraged to document, interpret, and improve outcomes in evolutionary biology. We apply the equity framework and associated indicators to >3,500 students' first college-level experience with evolutionary biology at a public, 4-year institution in the Northeastern United States to demonstrate how these conceptual tools and empirical perspectives may be used by faculty, departments, and degree programs to better understand their roles in mitigating or perpetuating inequities. We end by discussing how this framework may be applied to a range of evolution concepts and courses in the educational hierarchy and used to help evolutionary biologists better understand the extent to which a core aspect of SSE's diversity statement is being realized.