Underrepresented Status Research Articles

Academic self-handicapping as a mediator of the relation between imposterism and academic goal orientation: testing invariance by gender and underrepresented status

Objective: Imposterism and academic self-handicapping (ASH) are related to negative outcomes in college students. We examined whether the relationship between imposterism and academic goal orientations is mediated by ASH across men and women and for students who are underrepresented on campus. Participants: Participants were 852 undergraduates (29.1% men, 26.1% first-generation, and 22.1% from underrepresented racial/ethnic groups at the predominantly white institution (PWI) where data was gathered). Methods: Participants completed self-report scales assessing imposterism, ASH, and academic goal orientation. Results: ASH partially mediated the relationship of imposterism to mastery and performance approach academic goal orientations. High imposterism was directly related to high performance-avoidance orientation. Our model was invariant to gender; while it did not appear to be invariant to underrepresented status, this was accounted for by first-generation student status. Conclusions: Results have implications for the classroom and creation of interventions to minimize ASH and imposterism and their impact on student success.

Charting a path for growth in middle school students’ attitudes toward computer programming

ABSTRACT Background and Context Differences in children’s and adolescents’ initial attitudes about computing and other STEM fields may form during middle school and shape decisions leading to career entry. Early emerging differences in career interest may propagate a lack of diversity in computer science and programming fields. Objective Though middle school is recognized as a formative period in the development of career interest, there appears to be a gap in research considering growth disparities in students’ attitudes towards computer programming. We examine outcomes related to students’ use of an e-learning platform designed to promote exposure to computer science content. We consider growth in middle school students’ attitudes towards computer programming during an academic year while controlling for variation in key baseline factors. Method We tracked growth in attitudes towards computer programming among middle school students (N = 610; Mage = 12.07) in schools serving underrepresented minority (URM) students (74.7% URM) during an academic year in which they used an online platform curating computer programming educational content. Findings We found baseline differences in students’ interest and aspirations toward computer programming on the basis of gender and underrepresented status, after controlling for math attitudes. There was evidence of initial growth in all four domains of computer programming attitudes, irrespective of gender or underrepresented status. Implications These findings provide a framework for studying changes in students’ computer programming attitudes, which may help in addressing workforce participation disparities. Future work is needed to promote early computer programming attitudes among all students.

Gaps between college and starting an MD-PhD program are adding years to physician-scientist training time.

The average age when physician-scientists begin their career has been rising. Here, we focused on one contributor to this change: the increasingly common decision by candidates to postpone applying to MD-PhD programs until after college. This creates a time gap between college and medical school. Data were obtained from 3544 trainees in 73 programs, 72 program directors, and AAMC databases. From 2013 to 2020, the prevalence of gaps rose from 53% to 75%, with the time usually spent doing research. Gap prevalence for MD students also increased but not to the same extent and for different reasons. Differences by gender, underrepresented status, and program size were minimal. Most candidates who took a gap did so because they believed it would improve their chances of admission, but gaps were as common among those not accepted to MD-PhD programs as among those who were. Many program directors preferred candidates with gaps, believing without evidence that gaps reflects greater commitment. Although candidates with gaps were more likely to have a publication at the time of admission, gaps were not associated with a shorter time to degree nor have they been shown to improve outcomes. Together, these observations raise concerns that, by promoting gaps after college, current admissions practices have had unintended consequences without commensurate advantages.

Lifespan Developmental Analysis of Health Problems and Problem Drinking Across White and Underrepresented Adults

Research has illustrated potential health benefits from moderate drinking, but also health risks from excessive drinking. Few studies have contrasted drinking effects on health across different periods of the lifespan, and how such contrasts may vary across sociodemographic subpopulations. In this study, we investigated underrepresented racial and ethnic group status as a moderator of drinking effects on health across the lifespan. Analyses used data from two waves of a large U.S.-representative sample. We estimated a series of 3*3 between-persons ANOVAs testing effects of Wave-1 drinking group (abstainer, moderate drinkers, and excessive drinkers), age (young adulthood, midlife, and older adulthood), and drinking-group-by-age interactions in White versus underrepresented status. The outcome variable was Wave-2 hypertension (controlling for Wave-1 hypertension). In the older-adult White group, results reflected the familiar “j-shaped” curve of alcohol effects on health. Specifically, abstainers experienced higher hypertension than moderate drinkers (with marginal significance: p=.054), and excessive drinkers experienced higher hypertension than moderate drinkers (p= .002). In contrast, among underrepresented older adults, hypertension levels did not vary significantly by drinking group. Graphical results clarified that the lack of drinking effects among underrepresented older adults reflected that they had similarly elevated hypertension across all three drinking groups, whereas the White older adults only had comparably elevated hypertension in the excessive-drinker group. These findings suggest that the positive health effects of moderate drinking apply primarily to White older adults. Our poster will discuss potential explanations for the apparent lack of health benefits of safe-drinking practices among underrepresented older adults.

Predicting Academic Difficulty in Veterinary Medicine: A Case-Control Study.

A veterinary education is costly and time-consuming, so it is in the best interests of applicants and colleges alike that admissions processes be fair and select applicants who are likely to succeed. We employed a case-control study to explore whether any of 28 admissions variables used by a veterinary college located in the Midwest region of the United States predicted which students would encounter academic difficulty in the veterinary curriculum. Participants were selected from the veterinary classes admitted between 2008 and 2017. We defined academic difficulty cases (n = 55) as any students dismissed from the program or placed on academic probation. Controls (n = 220) were selected at random from the same classes, excluding the academic difficulty cases, students with honor code violations, or any who had exited the program early for any reason other than participation in a concurrent program. Admissions variables included gender, citizenship, underrepresented status, state of residence, age, interview scores, GPA (science), GRE scores, undergraduate credits, participation in honors courses, community college credits, repeats/withdrawals of required undergraduate courses, course load, and admissions committee review criteria including work experience, animal/vet experience, references, essays, leadership, personal development, special circumstances, and overall committee score. Zero-order correlations for academic difficulty were significant for underrepresented status, age, GPA (science), verbal and quantitative GRE scores, repeats/withdrawals, and references. When combined in logistic regression, only science GPA, verbal GRE, and references significantly and independently predicted struggler status.

Lower Likelihood of Burnout Among Family Physicians From Underrepresented Racial-Ethnic Groups.

We investigated whether physician race and ethnicity were associated with burnout among a nationally representative sample of family physicians. We undertook a cross-sectional observational study using survey data from 1,510 American Board of Family Medicine recertification applicants in 2017 and 1,586 respondents to the 2017 National Graduate Survey. Of the 3,096 total family physicians, 450 (15%) were from racial and ethnic groups underrepresented in medicine. We used structural equation models to test the effects of underrepresented status on single-item measures of emotional exhaustion and depersonalization. Family physicians underrepresented in medicine were significantly less likely than their non-underrepresented counterparts to report emotional exhaustion (adjusted odds ratio = 0.82; 95% CI, 0.69-0.99; total effect) and depersonalization (adjusted odds ratio = 0.54; 95% CI, 0.41-0.71; total effect). The underrepresented physicians were more likely than non-underrepresented peers to practice in more racially and ethnically diverse counties and less likely to practice obstetrics, both of which partly mediated the protective effect of underrepresented status on depersonalization. Although factors such as racism might be expected to adversely affect the well-being of underrepresented clinicians, underrepresented family physicians reported a lower frequency of emotional exhaustion and depersonalization. The mediating protective effect of working in more racially and ethnically diverse counties is consistent with evidence of the beneficial effect of cultural diversity on health outcomes for minorities. Because physician burnout is a known predictor of job turnover and may also be associated with poorer quality of care, the lower burnout observed among underrepresented family physicians may be an asset for the health care system as a whole.

Undergraduates\u2019 awareness of White and male privilege in STEM

BackgroundIt is well-documented that experiences in STEM courses for women and students of color are different from the experiences of White men. As part of a larger interview study, 183 college seniors from diverse gender and race backgrounds were asked their thoughts on whether the experience of being a STEM major was different for people of different races and genders. We use a framework of “science as White property”, derived from critical race theory, to frame this study and results.ResultsWhite men were largely unaware of any impact of race or gender. In contrast, women of color overwhelmingly report, consistent with results from a large body of prior research, that both race and gender impact their experiences as STEM majors. Students who acknowledged race and gender impacts did not always attribute these impacts to cultural or systemic factors (i.e., some reported women are underrepresented because they are less interested in STEM rather than a structural reason). Impacts identified that were attributable to systemic factors included impacts related to being a demographic minority (i.e., intimidation, feeling out of place, feeling pressure to work harder) and/or discrimination (i.e., job discrimination, bias against women or people of color and cultural assumptions implying the superiority of White people and men). A small number of students (mostly White women) stated that women or people of color benefit from their underrepresented status, often attributing this benefit to a perception of extra encouragement and opportunities. A common theme across categorizations was that women and students of color work harder than men and White people either because they are perceived to be harder workers or as a response to the sexism and racism they encounter.ConclusionsWe found that White men are largely unaware of the impacts of race or gender on the pursuit of a STEM degree. Additionally, with the exception of women of color, students are less likely to perceive race as having an impact on the experiences of students than gender. We conclude with a discussion of implications for future work related to gender and race representation in STEM.

Identities, academic cultures, and relationship intersections: postsecondary dance educators’ lived experiences pursuing tenure

ABSTRACT The political hierarchies and assumptions built around tenure and promotion processes across U.S. postsecondary institutions are fraught with complexities and have a significant effect on eventual outcomes. A tenure case’s success or failure could depend on many factors, possibly including circumstances out of a candidate’s control such as the institution’s geographical location, dominant cultures and systems in operation, ineffective mentorship, unclear policy, and, most relevant to this article, faculty members’ identities. Faculty who hold minority or underrepresented status in relation to race, ethnicity, gender expression, sexuality, social class, age, or ability can face marginalization, bias, and work responsibilities unrelated to professional goals and personal needs. In this article, I describe how tenure-track dance faculty perceive their experiences working toward tenure through analysis of 50 participant survey responses. The participants’ interpretations of how power, privilege, and identity affect(ed) their paths to tenure highlight problematic, sometimes discriminatory practices in academia and provide rich ground for cultivating improved mentorship practices and creating institutional and departmental policies that promote diversity, inclusion, and equity, while also supporting each individual’s strengths and goals. Further, the participants in this study offer useful strategies for understanding and/or establishing work–life balance, setting boundaries, and prioritizing tenure responsibilities.

Ethnic minority-serving higher education institutions in the United States and China: a comparative case study of two institutions

Tribal Colleges and Universities in the United States and Ethnic Minority-Serving Institutions in China play a significant role in changing the underrepresented status of American Indians and Alaska Natives (AIANs) and Chinese Ethnic Minorities (CEMs) in their respective higher education systems. This comparative study of two ethnic minority-serving institutions—Dine College in the US and Yanbian University in China—examines strategies and practices each institution uses to address challenges in serving Navajo and Korean Chinese students and communities. Through conducting semi-structured interviews with senior administrators from two institutions and AIAN and CEM content area experts, this study confirms that Dine College and Yanbian University play important roles in providing higher education opportunities and preserving indigenous and ethnic cultures and languages. From a comparative perspective, the efforts of Dine College and Yanbian University in addressing challenges differ because of their respective political and higher education contexts.

Mentoring, Training, and Scholarly Productivity Experiences of Cancer-Related Health Disparities Research Trainees: Do Outcomes Differ for Underrepresented Scientists?

The study aims to explore variation in scholarly productivity outcomes by underrepresented status among a diverse sample of researchers in a community-engaged training program. We identified 141 trainees from a web-based survey of researchers in the National Cancer Institute-funded, Community Networks Program Centers (CNPCs) (2011-2016). We conducted a series of multiple logistic regression models to estimate the effect of National Institutes of Health (NIH)-defined underrepresented status on four, self-reported, scholarly productivity outcomes in the previous 5years: number of publications (first-authored and total) and funded grants (NIH and any agency). Sixty-five percent (n = 92) indicated NIH underrepresented status. In final adjusted models, non-NIH underrepresented (vs. underrepresented) trainees reported an increased odds of having more than the median number of total publications (> 9) (OR = 3.14, 95% CI 1.21-8.65) and any grant funding (OR = 5.10, 95% CI 1.77-14.65). Reporting ≥ 1 mentors (vs. none) was also positively associated (p < 0.05) with these outcomes. The CNPC underrepresented trainees had similar success in first-authored publications and NIH funding as non-underrepresented trainees, but not total publications and grants. Examining trainees' mentoring experiences over time in relation to scholarly productivity outcomes is needed.

Efforts at Broadening Participation in the Sciences: An Examination of the Mentoring Experiences of Students from Underrepresented Groups.

With the primary objective of attracting and retaining students from underrepresented backgrounds in the sciences, evaluation of one institution's program has been ongoing over the past three years. Interviews with mentors in the program followed by focus groups conducted with mentees reveal key factors that shape undergraduate students' research experiences. In the present study, attention is given to data gathered from 15 mentees in the program, the majority of whom have enrolled in community colleges, represent low socioeconomic backgrounds, and are nontraditional students. The results from focus groups with the mentees provide information on the benefits of participating in the program, characteristics of good mentors, challenges to the mentoring relationship, and the effects of underrepresented status on pursuit of advanced degrees. Comparisons of mentees' comments about the mentoring relationship with mentors' comments reveal similar themes and patterns while also demonstrating interesting differences. The qualitative findings are also juxtaposed with participants' responses on the Survey of Undergraduate Research Experiences. Taken together, the data enhance our understanding of the experiences of underrepresented students in faculty-mentored research programs and highlight challenges and perspectives of students who are transferring to the university from a community college.

Toxic Rain in Class

In this article we share exploratory findings from a study that captures microaggressions (MAs) in vivo to shed light on how they occur in classrooms. These brief and commonplace indignities communicate derogatory slights and insults toward individuals of underrepresented status contributing to invalidating and hostile learning experiences. Our aim is to expand the ways in which we research and think about MAs in educational settings. Our data are drawn from structured observations of 60 diverse classrooms on three community college campuses. Our findings provide evidence that classroom MAs occur frequently—in nearly 30% of the observed community college classrooms. Although cultural/racial as well as gendered MAs were observed, the most frequent types of MAs were those that undermined the intelligence and competence of students. MAs were more likely to be delivered on campuses with the highest concentration of minority students and were most frequently delivered by instructors. We conclude by reflecting on the implications of these events for classroom climate and make recommendations for both future research and practice.