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Is There A Place for Me? Role Models and Academic Identity among White Students and Students of Color
Abstract
Role models have long been thought to play an important role in young peoples' development. The present study explores the ways that race- and gender-matched role models can provide young people with a greater sense of the opportunities available to them in the world. A longitudinal study of young adolescents (N = 80) revealed that students who reported having at least one race- and gender-matched role model at the beginning of the study performed better academically up to 24 months later, reported more achievement-oriented goals, enjoyed achievement-relevant activities to a greater degree, thought more about their futures, and looked up to adults rather than peers more often than did students without a race- and gender-matched role model. These effects held only for race- and gender-matched role models-not for non-matched role models. Finally, the results held irrespective of the educational achievements of the specific role model. Data are discussed in terms of their implications for our understanding of the ways that young people become invested in academic pursuits and the means by which we might be able to assist goal development among young people.
... The OECD (2018 [317]) finds that students from immigrant backgrounds are more likely to report receiving frequent feedback in science than native peers. This does not appear to be due to the fact that, on average across OECD countries, students from immigrant backgrounds tend to have lower academic outcomes in the discipline. ...
... This does not appear to be due to the fact that, on average across OECD countries, students from immigrant backgrounds tend to have lower academic outcomes in the discipline. Additionally, on average across OECD countries, students from first-generation migration backgrounds are more likely to report receiving frequent feedback from teachers than students from secondgeneration migration backgrounds (OECD, 2018 [317]). In turn, feedback and support by teachers affect various student well-being outcomes. ...
... leading to a decrease in achievement gaps between Black and White students (Yeager, Walton and Cohen, 2013[315]). Providing frequent and timely feedback Receiving frequent feedback correlates to higher self-reported life satisfaction and can also contribute to enhancing emotional resilience among students from migration backgrounds (OECD, 2018 [317]). ...
Classrooms have become increasingly diverse places where students from various backgrounds share their learning experiences. To promote inclusive school settings for all, building teacher capacity for inclusive teaching represents a key policy area. Education systems need to ensure that teachers are adequately prepared for inclusive teaching and supported throughout their career. Mechanisms to attract and retain a more diverse teaching body as well as to monitor and evaluate teacher preparation and work with respect to diversity and inclusion should also be developed. While teacher policies have increasingly addressed some of these areas, most education systems lack comprehensive capacity-building frameworks for inclusive teaching. This paper maps policies and practices to build teacher capacity for inclusive teaching across OECD countries. It then presents core elements and competences to design and implement inclusive teaching strategies. Finally, the paper reviews some of the evidence available on teacher diversity and interventions for inclusive teaching.
... Through these shared social markers, research has shown that role models can impact students by countering negative stereotypes held about their identity group, such as women in STEM. The majority of the role model studies to date focus on issues of gender (e.g., Bagès et al., 2016;Cheryan et al., 2011;Drury et al., 2011;Herrmann et al., 2016;Lawner et al., 2019;Lockwood, 2006;Marx & Roman, 2002;Stout et al., 2011) and, to a lesser extent, race (e.g., Zirkel, 2002;Evans, 1992). To our knowledge, no studies have analyzed the impact of role models in regard to less visible characteristics, such as First-Generation College Student (FGCS) status and sexuality. ...
... To our knowledge, no studies have analyzed the impact of role models in regard to less visible characteristics, such as First-Generation College Student (FGCS) status and sexuality. As for the outcomes, the existing research has identified the benefits role models can have on students' academic performance (Bagès et al., 2016;Herrmann et al., 2016;Marx & Roman, 2002;Zirkel, 2002;), persistence Lawner et al., 2019), and affect and beliefs (Lin-Siegler et al., 2016;Lockwood, 2006;Stout et al., 2011). In these studies, students were exposed to role models through a variety of means, including letters written by an exemplar (e.g., Hermann et al., 2016), reading a story about exemplars (e.g., Bagès et al., 2016;Lin-Siegler et al., 2016;Lockwood, 2006), or through personal instruction by the exemplar (e.g., Stout et al., 2011). ...
... While the previous studies have focused primarily on academic achievement, Drury et al. (2011) found that maximizing a sense of perceived similarity is key to a role model's impact on students and women role models can greatly benefit the retention of women in STEM. In a longitudinal study of young adolescents, Zirkel (2002) administered a pre/post survey to the student participants. Results from the survey indicate that students with race-and gender-matched role models performed better academically than peers without a raceand gender-matched role model. ...
Contributing to the effort to diversify the demographics in STEM disciplines, we
examined the effect of role models in students’ perceptions of precalculus and calculus courses. Drawing from Dasgupta’s stereotype inoculation model (2011a) in which ingroup experts can serve as “social vaccines” to protect against negatively stereotyped groups, we tested the impacts of four different social markers instructors might share with their students: gender, race, sexual identity, and First-Generation College Student status (FGCS). Data from this study comes from student survey responses (n=19,191) on the Student Post-Secondary Instructional Practices Survey as part of the NSF-funded Progress Through Calculus project, which examined student reports of introductory mathematics programs across the United States. We analyzed the data using a cumulative link mixed model on the survey items related to instructional practice,
academic performance, and affective beliefs to determine which items exhibited a minoritized role model effect. Out of the 58 survey items, 25 items exhibited a statically significant minoritized role mode effect: seven for gender, nine for race, three for sexuality, and fourteen for FGCS. Our results indicate impacts of a minoritized role model effect that varied based on social markers, and while most were consistently a positive predictor, there were some instances of a role model contributing a negative predictor. More studies are needed to further understand the complex phenomenon of role models in calculus courses. However, it is clear that if you want to support a large variety of students, you need a diverse group of instructors.
... Defined by Gibson (2004, p. 136) as 'cognitive constructions based on an individual's needs, wants, and ambitions,' role models are found to have a considerable impact on young people's development (Bandura, 1977(Bandura, , 1986Erikson, 1968;Gibson, 2004;Krumboltz, 1996), their career choices, motivation (Fagenson, 1989;Salanova & Schaufeli, 2008;Valero et al., 2019), sense of agency (Taylor et al., 1994), work and academic engagement and academic https://ajcd.africa Open Access identity (Buunk et al., 2007;Zirkel, 2002). Identification and social learning theories have used the construct often, each emphasizing its different functions (Gibson, 2004). ...
... We join others (e.g. Zirkel, 2002) in their concern about the lack of a sufficient number of diverse models who can provide minoritised children with ways to deal, not only with life challenges but also particularly with oppressive, systemic issues. As we indicated previously, we consider role models as critical social capital. ...
Background: Despite the consensus on the significance of early career development, we still know little about the best-or-evidence-based practices for this demographic. Searching the keywords career development and marginalised populations and/or communities within the PychINFO, we found that 11% of articles were related to children, while only 1% of them were related to marginalised children. This indicates a strong need for scholarly attention on children of colour and their career development.
Objective: This manuscript outlines the construction of a curriculum developed to be used by counsellors in facilitating the career development of children, particularly those from minoritised communities. We hope that the curriculum will contribute to the scholarly discussion on best practices for career intervention in childhood.
Methods: Rooted in the narrative, social construction perspectives, the curriculum was prepared by assembling career and life narratives of culturally diverse exemplary models. These narratives of persistence provided children with various strategies exemplary models implemented to overcome barriers that challenged their sense of agency. Collaborating school counselling staff used three stories within the curriculum with the hope of increasing children’s sense of agency and adaptability. Students were third graders from a high-need elementary school. About one-fourth of the student body represented diverse cultural backgrounds, including Indigenous, Latino/a and black communities.
Results: Initial feedback from the counselling staff indicated that the curriculum lessons were well-received by the children. They were able to engage in age-appropriate narrative analysis via questions asked by the counselling staff.
Conclusion: Although the effectiveness of the curriculum is yet to be determined, the curriculum shows promise for assisting children in increasing their own sense of agency and in crafting their own career narratives.
Contribution: This manuscript provides a unique and promising approach to facilitating the early career development of children.
... Additional research has found racialized and gendered microagressions can hinder educational outcomes and career options (Chaves et al., 2004;Flores et al., 2008;Garriott et al., 2014;Rollins & Valdez, 2006), as well as make the intersectionality of race/ethnicity, culture, and gender more salient and influential to their career pathway choices (Armstrong & Jovanovic, 2017;B. A. Brown et al., 2017;Gross, 2004;Grossman & Porche, 2014;Hall, 1992;Malone & Barbino, 2009;Settles, 2006;Zirkel, 2002). Students overcome the hindrances of racism and sexism inherent in STEM communities by focusing on the strength of their ethnic/racial identity as well as their gender identity. ...
... Mentors are extremely important to STEM identity development for students of color, and in particular Latinas. Having mentors who match students' intersectional identity (in this case, intersectional mentors refers to those who are Latina and in the fields of STEM), has been studied in the field of vocational psychology and behavior (Darling et al., 2006;Easton-Brooks, 2019;Markus & Nurius, 1986;Ortiz-Walters & Gilson, 2005;Zirkel, 2002), as well as in STEM-related fields (Blake-Beard et al., 2011;Syed et al., 2012). These interactions may guard against the effects of racialized microaggressions by allowing students to see successful exemplars who match their intersectional identities, thus providing them with living examples of successful individuals in their fields of interest (Sparks, 2018). ...
Latina high school students aspiring to careers in the fields of Science, Technology, Engineering, and Mathematics (STEM) participated in the year-long Latina STEM Fellowship (LSF) program. A team of education professionals interviewed the students to better understand how these Latina students visualize a future STEM career, their perceived obstacles, and the ways they leveraged their positionality as high school Latina students to construct their identities. Semi-structured interviews revealed these students used the intersectionality of their race/ethnicity, culture, and gender to develop agency and express resilience in their future path toward a career in STEM. The students incorporated a positive and synergistic view of their Latina identities to envision success in their STEM career aspirations. Future research should focus on longitudinal studies that follow Latina students from high school through the university pipeline to better understand the factors that contribute to their success. This study highlights the need for structured STEM experiences for Latina students, who are typically underrepresented in most STEM fields.
... Several studies have suggested providing counter-stereotypic role models or gender-matched role models in the classroom for the career development of students, particularly that of girls (e.g., Conner & Danielson, 2016;Stout, Dasgupta, Hunsinger, & McManus, 2011;Zirkel, 2002), while other studies have revealed opposite findings. Cheryan et al. (2011) demonstrated that role model gender had no effect on students' beliefs about their success in STEM. ...
... According to Zirkel (2002), gender-matched role models increase girls' academic performance. Stout et al. (2011) also found that female STEM role models promoted girls' confidence in learning science and STEM identity. ...
Developing students' interest in STEM careers in STEM education is important. This study explored the impacts of STEM instruction involving scientists or engineers on 224 Hong Kong students' interests in STEM careers and their stereotypes about STEM professionals. The teachers who participated in professional development, namely "School-STEM professional collaboration", implemented the STEM instruction with support from educational researchers and invited STEM experts. Throughout the STEM instruction, students were provided with STEM role models, and were engaged in authentic and hands-on activities to mimic the research work of invited STEM experts. Data were collected through pre-and post-surveys and were analysed using descriptive statistics, t tests, and ANOVAs. The results revealed increased interest in STEM careers, and more positive perceptions of STEM professionals among the students after the instruction. In addition, the impacts of the instruction were found to be influenced by gender-matching between students and STEM professionals. Girls were more likely to improve their interests and alter stereotypes with exposure to female role models. It can be concluded that the STEM instruction diversifying the stereotypes of STEM people can be beneficial to students. This study has implications for supporting more effective STEM education in primary schools. ARTICLE HISTORY
... Some students are entering fields where they are professionally underrepresented (e.g., female students in engineering). There is evidence that students are more likely to succeed if they are exposed to same-gender experts and peers [19,20] and if they have role models and mentors with whom they share race and gender identities [21]. College students encounter experts, such as course instructors, in many ways. ...
... This is particularly relevant for disciplines with larger gender gaps such as STEM fields. Assigned readings by female authors can improve exposure to gender-diverse role models and thereby reduce gender stratification and promote greater workforce diversity in these fields [19][20][21]. ...
Emerging evidence demonstrates that female-authored publications are not well represented in course readings in some fields, resulting in a syllabi gender gap. Lack of representation may decrease student awareness of opportunities in professional fields and disadvantage the career success of female academics. We contribute to the evidence on the syllabi gender gap by: 1) quantifying the extent to which female authors are represented in assigned course readings; 2) examining representation of female authors by gender of instructor and discipline; and 3) comparing female representation in syllabi with the workforce and with representation as authors of peer-reviewed journal articles. From a list of courses offered in 2018–2019 at Washington University in St. Louis, we selected a stratified random sample of course syllabi from four disciplines (humanities; social science; science, technology, engineering, and mathematics; and other). We coded the gender of course instructors and course reading authors using the genderize application programming interface. We examined representation of female authors at the reading, course, and discipline level using descriptive statistics and data visualization. The final sample included 2435 readings from 129 unique courses. The mean percentage of female authors per reading was 34.1%; 822 (33.8%) of readings were female-led (i.e., a female first or sole author). Female authorship varied by discipline, with the highest percentage of female-led readings in social science (40%). Female instructors assigned a higher percentage of readings with female first authors and readings with higher percentages of females on authorship teams. The representation of female authors on syllabi was lower than representation of females as authors in the peer-reviewed literature or in workforce. Adding to evidence of the syllabi gender gap, we found that female authors were underrepresented as sole and first authors and as members of authorship teams. Since assigned readings promote academic scholarship and influence workforce diversity, we recommend several strategies to diversify the syllabi through increasing awareness of the gap and improving access to female-authored publications.
... In related work, Zirkel [18] found that race-and gender-matched role models were more influential for students than those who did not share these characteristics. Students with a race-and gendermatched role model performed better academically, reported more achievement-oriented goals, and thought more about their futures than students without such a role model. ...
This study explores the experiences and perspectives of female Computing Science students regarding the role models that inspired them to study the subject. Findings from 14 qualitative interviews reveal that role models are often identified through personal interactions in educational, professional, and family settings, with their effectiveness determined by factors such as perceived competence, shared experiences, attainability, encouragement, and approachability. Interviewees emphasise the importance of having relatable role models, particularly for underrepresented groups such as women in male-dominated fields like technology. The study highlights the evolving nature of mentorship, with interviewees’ needs and expectations shifting from general inspiration to specific guidance as they progress in their careers. While many interviewees report positive experiences with their role models, some identify areas for improvement, including the need for more diverse representation, engaging communication, and increased availability of mentors. The findings underscore the crucial part that role models – or mentors – play in inspiring and guiding the next generation of computing professionals, and suggest that by addressing identified areas for improvement, mentorship programs can more effectively support and empower individuals in their educational and professional journeys. The study contributes to our understanding of the impact and dynamics of role models in computing and offers insights for enhancing role model initiatives to foster greater diversity and success in these fields.
... For example, Vincent-Ruz and Schunn (2018) found that scientific identity was related to the number of STEMM-relevant activities that students chose to engage in during high school. Beyond high school, scientific identity has proven fruitful in predicting choices, behavior, and persistence in careers related to STEMM fields (Ahlqvist et al., 2013;Carlone & Johnson, 2007;Gainor & Lent, 1998;Hazari et al., 2013;Perez et al., 2014;Zirkel, 2002). ...
... The term "role models" refers to persons one wishes to be like, who are emulated by imitation or identification (Hutchings et al., 2008;Zirkel, 2002). One of the main developmental tasks of adolescence is identity formation, as well as attainment of autonomy through independence from parents (Erikson, 1968;Newman & Newman, 2011). ...
In the process of identity formation and individuation from parents, media personalities can serve as role models for adolescents. This may be the case even more so for today's adolescents (i.e., Generation Z), since they have been immersed in the new media from birth. This study examines the ways in which two generations of adolescents differ regarding the media figures they identify as role models, as well as the reasons for their admiration. The data were obtained by surveying the Millennial (n = 1283) and Generation Z (n = 1358) adolescents a decade apart. Public figures served as role models for every other Millennial, compared to three out of four Generation Z adolescents. Crosstabs analysis shows that both generations admire media celebrities most, followed by athletes, with all other types of public figures being far less represented. According to the obtained models of logistic regression, the patterns of admiration reasons are similar in both generations, with celebrities being admired for their cheerfulness, communicativeness, physical appearance, fame, and popularity. The growing influence of the new media is evident from the rising number of media figures that Generation Z identifies as role models compared to the Millennials (431 public figures named as idols by Generation Z, and 277 by the Millennials) and the emergence of microcelebrities, e.g., YouTubers and influencers. The Generation Z adolescents who admired microcelebrities were found to have professional aspirations in this domain.
... Thus, recommendation number 4 to build a successful initiative is empowering girls in STEM by ensuring female role models and mentors are included in the program. Moreover, STEM programs with either a peer mentor or adult mentors throughout middle school can improve performance in school and beyond by increasing the likelihood that young women will seek out other successful women in the STEM workforce (Zirkel, 2002). However, because women are underrepresented in STEM, there are fewer female role models and mentors to go around. ...
... Thus, recommendation number 4 to build a successful initiative is empowering girls in STEM by ensuring female role models and mentors are included in the program. Moreover, STEM programs with either a peer mentor or adult mentors throughout middle school can improve performance in school and beyond by increasing the likelihood that young women will seek out other successful women in the STEM workforce (Zirkel, 2002). However, because women are underrepresented in STEM, there are fewer female role models and mentors to go around. ...
In recent years, there has been a growing concern about the use of AI software, and some educational institutions are even beginning to ban AI software from mitigating these risks. However, some scholars and researchers are exploring the potential benefits of this technology, including improving self-reflection, critical thinking, and inquiry practice. In the last few months, the recent advances in Artificial Intelligence (AI) have led to an increase not only in teachers’ and learners’ use of AI-based tools and websites for language learning and teaching but also in worries about AI-written content,. One of the existing challenges is using ChatGPT in writing and using the output produced in learner work without acknowledging the human contribution. Learners can use AI tools to create written assignments and gain an unacceptable advantage over other learners, which will also raise concerns about the educational equity. The current chapter aims to provide a brief review of AI-written content detectors. In addition, the chapter will also point out the benefits and limitations
of using these content detectors and some implications. Some words of caution while using them since their reliability might vary and lead to false positives.
... Language of outreach While TTAS outreach sessions are conducted in English, occasional discussion in the sessions do include phrases and words in Hindi (also an official language). Potential adaptations of the TTAS program can consider enhancing language accessibility to the platform, by subtitling archived video content or hosting scientists with fluency in regional languages (33)(34)(35)(36)(37). ...
Science outreach programs that enable real-time interactions between scientists and school-aged children are known to positively impact learning gains and students' perceptions of scientists. To expand K-12 outreach by scientists, it is important to build structured outreach programs which offer scientists well-defined opportunities, while providing school students regular and diverse interactions. We describe Talk To A Scientist, a science outreach platform in India, where scientists use a webinar-based approach to share their research with K-12 students (6 to 16 years). Running weekly for nearly 3 years, Talk To A Scientist has hosted over 100 live interactions, with a wide reach to participants across the country. Here, we outline the framework used to build Talk To A Scientist and discuss key gains, considerations, and challenges in the development of the program. We also suggest potential adaptations with which this framework can serve as a guideline for the implementation of similar K-12 outreach programs across diverse country-and context-specific settings.
... Our instructors serve as mentors and role models, and research has shown that engaging with self-relevant or "ingroup" role models can counteract stereotype threat for underrepresented individuals in any domain (Steele, Spencer, and Aronson 2002), including for students in science fields (Lawner et al. 2019;Shin, Levy, and London 2016). It can also lead to increased academic performance and goal-setting among students of color (Zirkel 2002) and sense of school belonging in Native American students (Covarrubias and Fryberg 2015). Without representation of more varied identities among our instructors, many of our participants from marginalized groups are missing this potential source of connection to the science and outdoor fields. ...
Inspiring Girls* Expeditions is a global organization that empowers 16-to 18-year-old youth through 12-day backcountry science and art expeditions, including in the US Arctic and Sub-arctic. Because science and outdoor fields are historically white-and male-dominated, Inspiring Girls* follows an intersectional approach to welcome youth with marginalized genders, people of color, Indigenous people, and other marginalized groups into these arenas. Inspiring Girls* also provides professional development for early career scientist, artist, and outdoor guide instructors. We discuss how Inspiring Girls* leverages our own research as well as best practices from the literature to prioritize such strategies as intentionally building diverse teams, offering a tuition-free format, and participating in community learning to reimagine the inclusivity of science and outdoor fields in the Arctic and beyond.
... Role models, generally, tend to be exemplary individuals who can provide a source of identification, teaching, and motivation to individuals or groups in the attainment of their goals [41]. Examples in which role models have shown to be beneficial (e.g., in terms of health outcomes, academic motivation, career achievement) typically include those in educational and occupational contexts, which are often focused on younger cohorts (e.g., [42][43][44]). Very little systematic research has explored role models of aging for older men, despite older men being targeted in exercise promotion and interventions. ...
Understanding later-life role model choice and motivations, particularly for older men in sport, exercise, and health contexts, is complex and heterogenous, making it difficult for health and exercise promotion initiatives. This qualitative study examined: (1) whether older men have aging role models, and if so, their characteristics; and (2) older men’s reasons for role model choice, or lack thereof, and how role models can influence meaningful change in perceptions and practices associated with aging, sport, exercise, and health. Through in-depth interviews and photo-elicitation with 19 Canadian men aged 75 years and over, thematic analysis determined two key themes: Role model choice, and Processes of role models facilitating change. Four key strategies for role models facilitating change in older men were determined: elite (biomedical) transcendence; valued exemplary endeavours; alliance connections; and disconnect and caveats. Ultimately, while promoting the biomedical achievements of role models may resonate with many older men, when applied too closely in sport or exercise contexts (e.g., using Masters athletes as role models), there is potential for unrealistic standards and overmedicalization that could miss uncovering the latent importance that older men place on the diverse experiences and perspectives of aging that go beyond traditional masculine ideals.
... Only two out of the eight instructors were from racial and ethnic minority groups. Prior research has suggested that having race-matched or gender-matched role models (Bagès & Martinot, 2011;Stout et al., 2011;Zirkel, 2002) is critical to helping role aspirant to develop the feeling of similarity or the identification with the role models, which facilitates the positive impact of role modeling. The results may differ from situations involving participants and role models different from those in the study. ...
The call to increase student interest in science and related careers continues to receive national attention in the United States. While many current efforts have focused on infrastructure support and innovative pedagogies to better reach and engage students, research suggests that having a career role model can influence adolescents’ interest in and choices of science courses and career pathways. This exploratory study investigated the impact of a week-long online biotechnology program called Biotech in Action (BIA) that featured career role modeling and authentic science learning. Students were engaged in career modeling sessions with multiple professionals working in related STEM fields while learning life sciences within authentic biotechnology research contexts. In total, over 400 high school students participated in BIA. The results showed that students felt they developed a better understanding of the biotechnology field and became more cognizant about steps to achieve their future career goals after BIA. Many students reported that the interactions with career role models and learning about their educational and professional pathways helped demystify science career fields. Overall, this research provides new insights to curriculum designers and researchers on integrating career role modeling and authentic learning to spark and sustain student interest in science.
... However, given that India is a multilingual country, occasional feedback and discussion in the sessions do include phrases and words in Hindi (also an official language). Potential adaptations of the TTAS approach can consider enhancing language accessibility to the platform, which could include subtitling archived video content or hosting select guest speakers with fluency in science communication in non-English languages [20][21][22][23][24]. ...
Given their future roles as citizens and decision makers, science outreach focused on children is important and relevant. We describe a scientist-led outreach platform (Talk To A Scientist), that uses a webinar-based approach to discuss a range of science topics with children (6-16 years). Based in India and led by two working scientists, Talk To A Scientist has been running for nearly 3 years, with a large and diverse reach across school students. In addition to webinars, the platform regularly hosts archived video content and weekly science activities, along with occasional summer family quizzes and age-specific webinars. We outline the framework used to build Talk To A Scientist, and discuss key considerations and challenges in the development and expansion of the program. We believe that the Talk To A Scientist outreach model focused on children can serve as a guideline for the implementation of similar platforms across diverse settings, and is amenable to a range of modifications to enhance engagement, sustain interest, and tailor outreach to specific groups.
... In the previouslymentioned U.K. study ("Higher Education Staff Data, 2019/20," 2021) among more than 20,000 professors, only 0.7% identified as "Black," 6.6% as "Asian," and 1.3% as "mixed." As a result of the lack of ethnic diversity among university staff in many countries, some students rarely see themselves represented contributing to the so-called "leaky pipeline" meaning that ethnic underrepresented students are not pursuing a career in academia (Tweed et al., 2022;Zirkel, 2002). ...
We strongly believe that diversity, equity, and inclusion in research lead to better science, more innovations and more relevant outcomes that better serve society at large. Historically, scientific research is quite WEIRD, meaning that it is dominated by researchers and study samples from Western, Educated, Industrialized, Rich, and Democratic countries. Such WEIRD research leads to results that better serve a small, privileged group of WEIRD people, widening health inequalities. Research among a selective group with similar backgrounds and perspectives results in bias and hinders innovation. As a result, we end up missing out on the valuable holistic viewpoint that more inclusive research would gain. In this invited commentary based on the International Conference on Ambulatory Monitoring of Physical Activity and Movement (ICAMPAM) 2022 keynote presentation by Prof. ChinAPaw, we discuss the importance of diversity, equity, and inclusion in research and introduce our vision for AWESOME science—All-inclusive, Worldwide ranging, Equitable, Sincere, Open-minded, Mindful of our own implicit bias, and Essential—that is more inclusive and relevant for everyone regardless of who they are and where they live. More diversity, equity, and inclusion make our collective dance toward healthy societies more beautiful and impactful!
... Many institutions of higher education wish to increase the diversity of their student body and faculty, and for good reason: Heterogeneous student bodies offer increased exposure to diverse ideas (Deo, 2015;Gurin et al., 2004) and produce higher levels of intellectual engagement and motivation among students (Gurin, 1999;Gurin et al., 2002;Laird, 2005; for reviews, see Milem, 2003;Shaw, 2005). These advantages extend to the faculty level: Recruiting and retaining diverse faculty members will provide students from a variety of backgrounds with role models, which has been shown to increase academic and personal achievement among women and students of color (Herrmann et al., 2016;Karunanayake & Nauta, 2004;Stout et al., 2011;Zirkel, 2002). Having a diverse faculty may also mean that students will hear different interpretations of material (Johnson, 2011), which will further contribute to the quality of their educational experience. ...
An increasing number of colleges and universities now require graduate student and faculty applicants to submit personal diversity statements for evaluation. Despite their rising use, little is known about how the personal diversity statement writing process is experienced by applicants. For White individuals in particular, their sources of egalitarian motivation may influence affective responses to writing a diversity statement given the content that is typical of these application components and the unease demonstrated in response to diversity-related contexts that is characteristic of White people with a strong external motivation to respond without prejudice. In the present study, White students at an American university participated in a personal diversity statement writing task and self-reported their motivation to respond without prejudice (in advance of the session) and affect (following the writing task). Despite prior research suggesting that they would feel otherwise, participants reported more positive affect compared to negative affect in relation to writing the diversity statement. When considering their sources of motivation, however, White individuals who were more externally motivated to respond without prejudice reported slightly more negative affect in reaction to the diversity statement writing task when compared to those low in external motivation. These findings have implications for the inclusion of personal diversity statements in candidate application materials at various levels of higher education.
... For example, students with more interpersonal interactions with diverse individuals on college campuses demonstrate gains in various areas, including the academic (e.g., critical thinking, reasoning, and engagement), social/cultural (e.g., intergroup attitudes, socially responsible leadership, and social/political activism), and emotional (e.g., psychological wellbeing) domains (Bowman, 2013;Chang et al., 2006;Hu & Kuh 2003;Jayakumar, 2008;Parker & Pascarella, 2013;Pascarella et al., 2012Pascarella et al., , 2014. Further, students who see their own social identities, such as their own race/ethnic identity, reflected in the faculty who teach them tend to be more successful in college (Crisp et al., 2015;Hagedorn et al. 2007), which may help explain their tendency to report more achievement-oriented goals (Zirkel, 2002), greater feelings of inspiration and belonging (Lockwood, 2006), and heightened intentions to persist in college (Verdugo, 1995). ...
Students’ perceptions of faculty’s competence to teach diversity-specific courses is an important factor promoting students’ achievement of learning outcomes (Littlford et al., J Divers High Educ 3:230–244, 2010; McCroskey et al., Commun Q 52:197–210, 2004). Yet, it is unclear if perceptions of a faculty’s competence to teach diversity-specific courses, particularly because of the professor’s race/ethnicity, explains why students may expect to achieve positive academic outcomes. Because students of color prefer teachers who understand and relate to their cultural concerns (Maton et al., Cultur Divers Ethnic Minor Psychol 17:68–78, 2011), students of color (compared to White students) may be particularly aware of how the multicultural competence and lived experiences of racially/ethnically diverse faculty can contribute to achieving positive academic outcomes. The current study examined if perceptions of faculty’s credibility to teach a hypothetical diversity-specific course, particularly because of their race/ethnicity, explains why students expect positive academic outcomes, and if these expected outcomes differ based on the race/ethnicity of the student. Results revealed that all students, but particularly those who identified as Black/African American, perceived a Black/African American professor as more credible to teach a hypothetical diversity-specific course than a White/European American professor. The students’ perceptions of the Black/African American professor’s credibility explained why Black/African American, but not White/European American, students expected to experience gains in their academic performance (e.g., heightened feelings of belongingness and engagement) when the professor was Black/African American than when the professor was White/European American. These findings yield valuable information about the factors associated with, as well as the factor potentially explaining, differences in students’ expected success in diversity-specific courses.
... Por lo tanto, ciertas condiciones mínimas se tienen que cumplir en aulas interculturales o interétnicas sin excepción, por ejemplo: la no-discriminación, la eliminación de prejuicios, la promoción de la aceptación de la diversidad como algo positivo y enriquecedor, y la inclusión de todas las culturas presentes. Sin estas condiciones mínimas no se puede salvaguardar el desarrollo y aprendizaje favorable de los niños, porque no sólo afectaría su proceso de desarrollo personal (formación de identidad y personalidad), sino también su desarrollo socioemocional (la discriminación afecta el bienestar y la autoestima de los niños) y su desarrollo cognitivo (niños excluidos, infelices y estresados no aprenden bien) (Cvencek, Fryberg, Covarrubias & Meltzoff, 2018;Covarrubias & Fryberg, 2015;Okonofua & Eberhardt, 2015;Skinner, Meltzoff & Olson, 2017;Yeager et al., 2014;Zirkel, 2002). Según un informe de las Naciones Unidas el rendimiento académico más bajo de niños indígenas en escuelas Estatales tiene múltiples razones: la internalización del estigma social de la inferioridad, la descontextualización del currículo en relación con la cultura local, la exclusión de las lenguas indígenas y el desarrollo de prácticas pedagógicas inadecuadas para la realidad cultural de los niños indígenas (ONU, 2009). ...
Introducción: En contextos indígenas el derecho humano de la transmisión intergeneracional de la cultura y lengua no siempre está garantizado. Este estudio investigó en qué grado se implementaron prácticas pedagógicas para promover la aceptación de la diversidad e inclusión de la cultura y lengua Mapuche en 62 aulas preescolares compartidas por niños indígenas Mapuche y niños no-indígenas en el sur de Chile, y examinó si el grado de implementación difiere entre Establecimientos Educacionales (EE.EE.) municipales y particulares-subvencionados. Metodología: Metodología cuantitativa y un enfoque etic. Observaciones del aula y entrevistas con educadoras. Resultados y discusión: El 90.3% de las aulas se promovió la aceptación de la diversidad y la inclusión de la cultura y lengua Mapuche en un grado inadecuado o mínimo. No obstante, los resultados fueron significativamente más favorables para los EE.EE. municipales comparados con los EE.EE. particulares-subvencionados. Conclusiones: Se provee nueva evidencia de la necesidad urgente de mejorar la educación intercultural para niños preescolares en contextos interétnicos en Chile para impedir la invisibilización de las culturas indígenas y la desvaloración de los conocimientos indígenas.
... The use of female role models can also improve that important feeling of belonging in STEM (Blickenstaff, 2005). The most effective role models are those with a similar background to the participants; this similarity can encourage girls to imagine they might one day end up in those positions (Zirkel, 2002). Sjaastad (2012) found that teachers and parents were the main source of inspiration for Norwegian university students' STEM-related educational choice. ...
... From a social learning theory perspective, individuals are more likely to imitate the behaviours of role models that are similar to them (Bandura 1977). Previous research has suggested that race and gender matched role models provide information to individuals in developing their identity and societal expectations (Zirkel 2002). It appears that these gendered expectations were constructed through social expectations and that over time that women gaining HE degree qualifications has helped shift attitudes towards women's HE attendance, employability and away from marriage. ...
The United Kingdom’s (UK) goal of a 20% increase in participation of Black, Asian and Minority Ethnic (BAME) groups in higher education (HE) by 2020 has not been met. Pakistani and Bangladeshi students are some of the most underrepresented BAME groups in UK HE institutions. This systematic review included 20 papers that identified barriers and facilitators towards participation in HE separately for Pakistani and Bangladeshi students in the UK. Using thematic analysis, two overarching themes were constructed: (i) the interplay of culturally expected roles on HE participation and (ii) belief that HE is vital for success. This review identified the importance of role models to challenge cultural values that restrict women from participating in HE. Many parents and children viewed HE as a route to personal and community success. The findings support the relevancy of social learning theory in driving change for models of widening participation.
... The only full-time female faculty in the Penn anthropology department at the time that I was there were cultural anthropologists working outside the Americas (Peggy Sanday and Sandra Barnes). Many have pointed to the value of having a role model that looks like you and/or has shared life experiences [20][21][22][23]; however, having a female role model was not an option. I had, however, witnessed successful women in the field outside of Penn. ...
While women have long been key to archaeological research, the role of women and women’s voices have grown substantially in the last 50 years. Once predominantly found in the laboratory rather than in the field, women archaeologists are driving the discipline forward through field work and analysis. Similar developments are taking place throughout higher education in both academics and in leadership. At the same time, work on the engendered past is also evolving. However, more needs to be done. Issues in the field, particularly injustices done toward women associated with fieldwork, are coming to the forefront, hopefully assuring a future with higher ethical standards. The personal stories of female archaeologists help provide context to the past as well as opportunities for the future of archaeology.
... A study of young students, both white and of color, showed that those with at least one role model who matched their race and gender scored better than those without an identity-matched role model. 15 In medicine, a correlation has been identified between interest in medicine for undergraduate women and exposure to successful female physician role models. 16 We can maximize the support that existing role models in medicine can provide to diverse future generations of physicians by requiring all Liaison Committee on Medical Education (LCME)-accredited medical schools to query faculty on their preferences for sharing identities with trainees and share the permitted data. ...
Despite intentional efforts to improve diversity in medicine, there is pronounced underrepresentation of minority groups and non-disclosure of minority identities by medical students due to societal stigmas and fears of acceptance. One way that medical schools address this challenge in supporting diverse student backgrounds is by facilitating faculty mentorship programs with underrepresented minority (URM) students. These efforts are valuable, but they are unfortunately not available at all institutions and do not always allow URM students to engage in the process of choosing a mentor confidentially. Medical schools largely do not make self-reported information from faculty about their various identities and allyships available to medical students, which limits the resources that students have to independently forge these connections. Helping students form their own mentor-mentee relationships by making faculty demographics available can lead students to find individualized support across their medical training. Identity compatibility between students and their role models has shown to correlate with academic achievement and senses of belonging. Enforcing that all medical schools share the identities of faculty who choose to disclose this information with students will thus be helpful to further diversity as a continuous commitment in medical education.
... Whatever teachers do will always be retained and imitated by students (Bashir et al., 2014). Teachers' modeling in school toward the development of students' character undoubtedly affects students' personality in the future, including their selfcontrolling ability (Lunenberg et al., 2007;Zirkel, 2002). ...
This study aimed to describe the profile of the students’ social skills of Bengawan Solo nature elementary school. The study was qualitatively conducted as a case study. The participants were teachers and students who were chosen by employing a purposive sampling technique. The data were obtained through observations, questionnaires, interviews, and document analysis. This study employed an interactive model data analysis included: data validating, data collection, data reduction, data display, and conclusion drawing. The conclusions of the study comprise: (1) the cooperation aspect, students can collaborate well; (2) the assertion aspect, students can get along with new friends and communicate with others; (3) the responsibility aspect, students understand their role and responsibility to the God, themselves, others, and society; (4) the empathy aspect, students can feel others' feeling and problem; (5) the self-control aspect, students can control their mental state so that they can avoid anger and bad influences.
... Young people are able to glimpse their future selves in their mentors who, with their experience, provide them with clear and generally positive messages about their own possibilities of success [37]. In the aforementioned research, Singh and Tregale [24] observed how the school motivation of young immigrants and refugee families improved after mentoring, as they saw in their older mentors where higher education could lead them to in the future. ...
This study examined the change processes associated with the Nightingale project, a community-based mentoring programme whose aim is to promote the social inclusion of minors of immigrant origin. A pre-test–post-test study was conducted on a group of 158 young immigrants between the ages of 8 and 15, in which the influence of the mentoring programme on the youths’ psychosocial well-being was measured. Non-parametric tests were used to calculate the results before and after mentoring, comparing the results over a six-month period and controlling for sex and age. The analyses reflected associations between mentoring and improvements in specific aspects of the emotional well-being of young immigrants and highlighted the potential of mentorships to cushion the stressful events they are subjected to in the process of adapting to a new social reality.
... Research on mentoring has been found to have positive behavioral and academic outcomes 9 . Some research has pointed to the importance of role models and mentors who come from similar ethnic backgrounds as the students 18 and who may have the potential to promote a sense of engineering identity, defined as the interface between academic performance, institutional connectedness, gender role and mentors in engineering 19 . Ethnically matched mentors and role models have been included in the MMM program in an effort to facilitate students' ability to envision themselves occupying these positions, instill a sense of academic self-efficacy 20 and enhance students' academic self-concept in mathematics and science 21 . ...
... Positive youth development programs may enable young individuals to identify their individual strengths, which subsequently allows them to improve their social and emotional skills and create a positive selfidentity (American Camp Association 2007; Caulfield and Wilson 2012;Cohen 2005). By holding a positive self-identity and a favorable image of one's own social group, individuals may be able to address discrimination in a nonaggressive and resilient manner (Rueben 2015;Zirkel 2002). ...
This study evaluates the effects and reception of the Universal Curriculum Against Radicalization in Europe: an intervention aimed at preventing radicalization trough fostering social and civic competences and disrupting mechanisms involved in radi-calization. A total of 191 Dutch secondary school students received the curriculum. The effects were assessed by contrasting the intervention and comparison groups. The curriculum was positively received by both teachers and students. Participants in the intervention group improved significantly more than the comparison group on the majority of measured outcomes: mindfulness, conflict resolution, assertiveness, (multiple) identity awareness, political self-efficacy, awareness of group pressure, critical open-mindedness, and perspective taking. Results suggest that the UCARE curriculum fosters skills and competences indicated to have preventive potential against radicalization.
... Research on mentoring has been found to have positive behavioral and academic outcomes [25]. Some research has pointed to the importance of role models and mentors who come from similar ethnic backgrounds as the students [26] and who may have the potential to promote a sense of engineering identity, defined as the interface between academic performance, institutional connectedness, gender role and mentors in engineering [27]. Ethnically matched mentors and role models have been promoted in an effort to facilitate students' ability to envision themselves occupying these positions, instill a sense of academic self-efficacy [28] and enhance students' academic self-concept in mathematics and science [29]. ...
... Model oluşturma bireylere canlı gösterimle sunulabileceği gibi televizyon, film veya gösterimler aracılığıyla daha geniş bir kitleye ulaşması sağlanabilmektedir. Farklı yıllarda yapılan araştırmalar kitle iletişim araçlarıyla da dâhil olmak üzere rol model oluşturmanın bireylerin çevreci, davranışlarını etkilediğini göstermektedir (Winett vd., 1984;Winett vd., 1985;McMakin vd., 2002;Lockwood, 2006;Zirkel, 2002;Abrahamse ve Steg, 2013). Bunun yanında gösterilmesi istenen davranışın bir yerine birden fazla model kullanılarak gösterilmesinin daha etkili bir sonuç ortaya koyacağı vurgulanmaktadır (Aronson ve O'Leary, 1983). ...
İnsanoğlunun istek ve ihtiyaçlarından ödün vermeden yaşayabileceği bir gelecek için sürdürülebilirlik anlayışının benimsenmesi şarttır. Bireylerin çevreyle olan etkileşimleri bu süreçte önemli rol oynamaktadır. Sürdürülebilir davranışları hayata geçirme konusunda faklı hassasiyetleri bulunan bireylerin bir takım araç ve yöntemlerle motive edilmesi ihtiyacı ortaya çıkmaktadır.
Bu durumu çıkış noktası kabul eden kitapta, bireylerin nasıl daha çevreci olabilecekleri sorusuna yanıt aranmaktadır. Çevreci davranış sergileme bakımından aynı düzeyde bulunmayan bireylerin davranış kalıplarını çıkartmak ve etkin stratejiler sunabilmek için pazar bölümlendirilmektedir. Pazar bölümlerini bulundukları çevrecilik düzeyinden daha ileriye taşımanın çözümünü ise yine aynı bölümlerin politik ve sosyal önerilerini alarak sunmaktadır. Sonuçları ileri düzey istatistiki yöntemlerle ortaya koyan yazar, tüm süreci literatürde çevreci davranışların anlamlandırılmasında kabul görmüş Planlı Davranış Teorisi perspektifinden ele almaktadır. Karar alma süreci kapsamında sürdürülebilir tüketici davranışlarını şekillendiren teoriler incelenmekte ve çevreci davranışları etkileyen faktörlere geniş yer verilmektedir.
As of 2022, 89% of genetic counselors report being White, and 93% report being women. We examined diversity in genetic counseling (GC) program admission committees (ACs—who are responsible for deciding who will make up the future GC workforce) and student cohorts to understand the impact of recent diversification efforts, and where future work should be focused. One representative from each AC of the 57 accredited GC programs in North America in 2022 was invited to participate in a cross‐sectional survey to provide information on the diversity of GC ACs and student cohorts between 2019 and 2022 for the following dimensions: race/ethnicity, gender, sexual orientation, disability status, neurodiversity, and rural or low socioeconomic status backgrounds. Members of 38/57 (67%) ACs participated. Using the Cochran‐Armitage test for trends, significant increases were observed for the proportion of individuals of a racial/ethnic minority within ACs (from 9% in 2019 to 18% in 2022; p < 0.0001). There was no change for other minoritized social identities. There was no significant change over time in the proportion of students holding any of the minoritized social identities. A low correlation was found between the diversity of ACs and student cohorts. This study reaffirms the need for greater diversification efforts within ACs and student cohorts. Increased transparency about the social identities of AC members and about ACs' commitment to diversification may facilitate the diversification of the profession.
In the United States, there is an acute shortage of health service psychologists of color. In this paper, we examined this shortage in the context of the American Psychological Association’s apology to people of color for psychology’s role in perpetuating racism and human hierarchy. Drawing from literature on the sociohistorical context of race in America, we argue that the treatment meted out to Native Americans (e.g., exploitation and eviction from their homelands), Blacks (e.g., slavery), and other ethnic-racial groups resulted in the development of racist attitudes about human hierarchy and White superiority, and these initial behaviors and attitudes began a vicious cycle of discriminatory behaviors, racist attitudes, and societal inequities that are still affecting society in the present day. We also contend that the shortage of professional psychologists—both health service and applied—cannot be solved at the graduate school level where these individuals are trained. The solution has to start with increasing the numbers of students of color who succeed in elementary and secondary schooling, ultimately matriculating into college and graduate school. Thus, the solution requires interventions aimed at the entire educational trajectory. We conclude with recommendations for actions and advocacy from psychological associations such as the American Psychological Association as well as individual psychologists.
Two studies ( n = 1,522) examined the impact of role models in sport and science, technology, engineering, and mathematics (STEM) domains where gender discrimination has resulted in a lack of high-profile women. We examined the role of gender matching of personally known and famous exemplars on women's and men's motivation. Participants nominated a woman or man in sport (Study 1) or STEM (Study 2) who was either famous or known to them personally; they then indicated the extent to which they perceived this individual to be a motivating role model. Women and men were more motivated by personally known (vs. famous) role models. For famous exemplars, both women and men were most motivated by same-gender models (Studies 1 and 2). For personally known exemplars, men were similarly motivated by same- and other-gender models (Studies 1 and 2), but women were more motivated by same-gender models in sport (Study 1). Mediation analyses indicated that personally known (vs. famous) exemplars and, for women, same- (vs. other-) gender exemplars, were perceived as more attainable future selves and consequently were more motivating (Study 2). Given that there are fewer famous women in domains dominated by men, it is important to know if women can be inspired by personally known rather than famous individuals. These studies provide insight into the kinds of exemplars that are most motivating for women and may serve as a guide for educators and other practitioners seeking to provide the best role models for girls and women in domains dominated by men. Additional online materials for this article are available on PWQ's website at http://journals.sagepub.com/doi/suppl/10.1177/03616843231156165 .
This paper provides insights into role modeling by educators in computing that is beyond the technical, theoretical and rational perspectives which have historically been described as dominant in computing. Surveying 199 educators in higher education, we have built on frameworks of role modeling, care, emotions, and professional competencies as a lens to see different ways of engaging in computing.
Our quantitative and qualitative findings show how educators model ways of caring (for oneself, other humans and living species, technology, and the planet), emotions, professional competencies and other types of role modeling. Examples of contexts within computing and reasons why an educator can(not) model these aspects bring new light to research on care and emotions being shown in computing.
This work contributes to a better understanding of computing educators as potential role models, particularly in terms of displaying emotions and various types of care. Our work can support ways of developing the professional competences of computing educators and the teaching culture of computing departments. Our findings may inspire other educators to think about their own display of emotions and care, and what this transmits to their students. Thus, the work also contributes to the discussion of ways to increase diversity among students and equitable access to computing education.
Black students and researchers in higher education (HE) face scarcity of relatable role models in STEM subjects. Black women are under-represented in STEM and their outlook is under-researched. We undertook this project to understand the perspectives and challenges of black women in STEM HE. This qualitative research identified themes from semi-structured interviews of self-identified black female students and academics in UK HE. Black women face challenges due to both sexism and racism in academia, and under-representation in STEM subjects leads to isolation. Role models, mentors and academic support networks can be a source of inspiration and facilitate career progression.
Purpose:
Native Americans are one of the least represented races within the profession of speech-language pathology. As a result, Native American school children are among the least likely to receive speech and language services from a provider who shares their same culture and heritage. The purpose of this tutorial is to describe how expanding opportunities for Native American college students to enter the field of speech-language pathology as speech-language pathology assistants (SLPAs) offers a solution for improving culturally responsive services in reservation schools.
Method:
The article reviews research describing factors impacting the current disparity of Native Americans within the field of speech-language pathology. Additionally, we explore increasing opportunities for Native American college students to obtain education and licensing as SLPAs while maintaining ties to their community, tribal land, and local school system. The author then suggests steps speech-language pathologists in reservation schools can take to expand their culturally responsive services by participating in the development of, and collaboration with, Native American SLPAs.
Conclusions:
There is a need for increased culturally responsive speech and language services for Native American students in reservation schools. It is the obligation of speech-language pathologists serving this population to explore solutions for improving culturally responsive services, which includes investing in a new generation of Native American SLPAs.
The purpose of this study was to examine demographics of graduates with bachelor’s degrees in music education to better understand the collegiate pipeline for music teachers of color. White overrepresentation has been observed throughout the music education profession, but the field lacks a large-scale demographic profile for recent college graduates in music education. Using data collected from 565 institutions reporting music education graduates in IPEDS (Integrated Postsecondary Data System) as well as 40 additional schools, 29,869 students graduated with bachelor’s degrees in music education between 2011 and 2018; 81% were White, 7% were Hispanic/Latino, 4% were Black/African American, 2% were Asian, 0.5% were American Indian/Native Alaskan, 0.1% were Native Hawaiian/Pacific Islander, and 2% identified as two or more races. In addition, HBCUs and HSIs comprised only 5% and 6%, respectively, of schools in this data set, yet accounted for almost 1/3 of all Black and 1/4 of all Latino music education graduates.
In three studies, it was tested whether children (N = 184; aged 6–10 years, White, mid- to high income) from a U.S. midwestern city used other individuals’ gender and race to predict who is in charge and the means by which power is gained (Study 1) and whether children’s own gender predicted their assignments of positions of authority (Study 2A) and pursuits of positions of authority (Study 2B). When asked to predict who was in charge at different workplaces, with age White children decreased their race-based, power-related favoritism; children were increasingly likely with age to link White adults to rather questionable routes to power as well as Black adults with meritorious reasons for gaining power (Study 1). In addition, boys (but not girls) systematically associated power with adult workers of their own gender and did so regardless of whether or not power had been obtained meritoriously (Study 1). Nonetheless, when given the option to assign an authority role (Study 2A) or assume an authority role (Study 2B), boys and girls exhibited comparable levels of in-group and self-biases.
There is an increasingly large disparity in college graduation rates among low-income and first-generation college students. Research suggests that the main reason for this discrepancy is the lack of access to information and knowledge about the college process. First-generation students have fewer people in their social network who went to college and thus cannot help them navigate the difficult and multi-step process of finding, applying, and enrolling in college. Mentoring, however, has been proven to be a successful intervention for helping these populations navigate the post-secondary process. This paper evaluates a school-based hybrid mentoring program to attempt to measure the relationship between mentors and how students in New York City navigated the post-secondary process and enrolled in college. Findings show that program lessons, number of months matched, and meeting out of program are important program elements in increasing a student’s likelihood of graduating high school and enrolling on-time in college.
This chapter first discusses conventional perspectives of excellence by exploring literature from educational policy, research, and schooling practices and then conceptually compares these traditional approaches with philosophies, viewpoints, and principles, from indigenous/hemispheric perspectives across the Americas. These perspectives are situated within the scholarship of US Latina/o/x scholars who have drawn on indigenous teachings to improve the social and educational conditions for Latinas/os/xs in education. From within this context, my work on excellence hopes to challenge conventional approaches that frame excellence as solely an academic endeavor, and to imagine new perspectives relevant to Latinas/os/xs and other historically marginalized communities in the US. I propose a seven-point framework for Latina/o/x Hemispheric Excellence followed by a discussion and implications for educators, policymakers, leaders, and researchers committed to advancing the Latina/o/x community.
Students from Eastern countries score well on international assessments in science yet lack interest in pursuing science careers. Several factors play into students' perceptions of science and scientists, including their home life and attributes of the society in which they live (habitus and capital). One understudied means of examining this issue is exploring the extent to which these perceptions relate to students' role model ideations of scientists, especially among non-western student populations. This paper explores 159 South Korean students' perceptions of science and scientists at two private K-12 schools in South Korea using an adapted form of the Draw-a-Scientist Test. Using the motivational theory of role modeling (MTRM) as a theoretical framework, data was coded from surveys using the three MTRM constructs: goal embodiment, attainability, and desirability. Comparisons were made between schools, genders, across age ranges, and from their direct and indirect knowledge sources of scientists using thematic coding and chi-square analysis. Reported sources of scientists were predominantly sourced from popular media. Although the results suggest no significant difference between how science role models were perceived or ideated between schools or genders, sampled students viewed scientists as embodying goals of intelligence with low ideations of attainability and desirability. ARTICLE HISTORY
In the last two decades, an approach to the study of motivation has emerged that focuses on specific cognitive and affective mediators of behaviour, in contrast to more general traits or motives. This 'social-cognitive' approach grants goal-oriented motivation its own role in shaping cognition, emotion and behaviour, rather than reducing goal-directed behaviour to cold-blooded information processing or to an enactment of a personality type. This book adds to this process-oriented approach a developmental perspective. Critical elements of motivational systems can be specified and their inter-relations understood by charting the origins and the developmental course of motivational processes. Moreover, a process-oriented approach helps to identify critical transitions and effective developmental interventions. The chapters in this book cover various age groups throughout the life span and stem from four big traditions in motivational psychology: achievement motivation, action theory, the psychology of causal attribution and perceived control, and the psychology of personal causation and intrinsic motivation.
In the life story, autobiographical remembering and self-understanding are combined to create a coherent account of one's past. A gap is demonstrated between developmental research on the story-organization of autobiographical remembering of events in childhood and of life narratives in adulthood. This gap is bridged by substantiating D. P. McAdams's (1985) claim that the life story develops in adolescence. Two manifestations of the life story, life narratives and autobiographical reasoning, are delineated in terms of 4 types of global coherence (temporal, biographical, causal, and thematic). A review of research shows that the cognitive tools necessary for constrtlcting global coherence in a life story and the social-motivational demands to construct a life story develop during adolescence. The authors delineate the implications of the life story framework for other research areas such as coping, attachment, psychotherapeutic process, and the organization of autobiographical memory. DOI 10.1037/0033-2909.126.5.748
Schooling, critical to the transition to adulthood, is particularly problematic for urban and minority youths. To explore predictors of school persistence the authors propose a socially contextualized model of the self. Strategies to attain achievement-related possible selves were differentially predicted for White and Black university students (Study 1, n = 105). For Whites, individualism, the Protestant work ethic, and “balance” in possible selves predicted generation of more achievement-related strategies. For Blacks, collectivism, ethnic identity, and low endorsement of individualism tended to predict strategy generation. In middle school, performance was predicted by “gendered African American identity schema,” particularly for females (Study 2, n = 146), and the effects of social context appeared gendered (Study 3, n = 55). Balance in achievement-related possible selves predicted school achievement, especially for African American males (Study 4, n = 55).
The study examined the relation between possible selves, academic performance, motivation, self-esteem and persistence on task. The assumption was that envisioning a desired end-state produces information processing favouring the desired state and, as a consequence, the action seems more likely and people are able to construct more efficient plans. We hypothesized that academic performance is best for subjects who are able to produce well-elaborated, vivid pictures of future selves. The sample consisted of 289 students, 14 and 15 years old of both sexes. The statistical analysis revealed that those who endorsed specific, elaborated positive selves outperformed the other groups in academic achievement. There was also indication that this group of students showed more persistence on task. The results are discussed in terms of their importance for the motivational role of possible selves in achievement situations.
The oppositional culture explanation for racial disparities in school performance posits that individuals from historically oppressed groups (involuntary minorities) signify their antagonism toward the dominant group by resisting school goals. In contrast, individuals from the dominant group and groups that migrated freely to the host country (immigrant minorities) maintain optimistic views of their chances for educational and occupational success. Because of its historical and cross-cultural appeal, this explanation has been well-received by academics, although key implications of the theory have not been carefully tested. Proponents have failed to systematically compare perceptions of occupational opportunity and resistance to school across involuntary, dominant and immigrant groups. Using a large sample of African American, Asian American, and non-Hispanic white high school sophomores from the first follow-up of the National Education Longitudinal Study, we provide the first rigorous test of the oppositional culture explanation. Upon close scrutiny, its key predictions fail.
Introduces the concept of possible selves (PSs) to complement current conceptions of self-knowledge. PSs represent individuals' ideas of what they might become, what they would like to become, and what they are afraid of becoming, and thus provide a conceptual link beteen cognition and motivation. PSs are the cognitive components of hopes, fears, goals, and threats; they give the specific self-relevant form, meaning, organization, and direction to these dynamics. It is suggested that PSs function as incentives for future behavior and to provide an evaluative and interpretive context for the current view of self. The nature and function of PSs and their role in addressing several persistent problems (e.g., the stability and malleability of the self, the unity of the self, self-distortion, the relationship between the self-concept and behavior) are discussed. (143 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The hypothesized operation of personality traits as conceptual prototypes, analogous to visual-pattern prototypes or scripts for everyday episodes, was investigated in a recognition memory paradigm. 200 trait adjectives were rated for degree of relatedness (high, moderate, minimal) to the prototype concepts extravert and introvert . Selected adjectives were then used to describe 4 characters: an extravert, an introvert, and 2 unextraverted and unintroverted characters. 38 undergraduates participated in a prototype explicit condition (in which the extravert and introvert characters were explicitly identified) and 38 took part in a prototype implicit condition. Data from the recognition memory test revealed significant bias in recognition toward conceptually related but nonrepresented items, as predicted, for only the introvert and extravert characters in both the prototype explicit and implicit conditions. The total results suggest the coexistence of veridical and prototype-biased memory for personality information and closely parallel the findings for simple prototypes (e.g., visual patterns) in cognitive psychology. (25 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The perspectives offered in van Hoof's critique of the identity status and identity status development literature (van Hoof, this issue) misrepresent the views of theorists and researchers working with identity status constructs. The identity status paradigm is strongly grounded in Erikson's psychosocial theory; the content domains covered in the Identity Status Interview are areas Erikson focused on in his writings; identity status theorists and Erikson share a substantial number of common theoretical propositions though notable differences exist as well; while all operational definitions of identity represent only a portion of Erikson's conceptualization of identity, the operational definition of identity in terms of exploration and commitment represents the construct at least as well as other available operational definitions; and using commonly accepted definitions of construct validity, the identity statuses have been amply validated as elements of the broader identity construct. Six propositions within the theory of identity status development are presented and research in support of these propositions is referenced. The literature reviewed by van Hoof is reexamined with a view to the extent to which the studies incorporate better design elements for assessing identity status development. Substantial support for developmental hypotheses is provided by the literature as a whole, and more extensive support is provided by those studies incorporating better design features.
College students responded to a series of questionnaires while they were in the process of selecting housing from a choice of seven available options for the coming fall. Questionnaires concerned their self-concepts, their housing prototypes, their preferences in housing, and their goals in housing selection. Overall analyses of the self-to-prototype matching strategy suggest that most students indeed prefer the type of housing for which their prototype of the "representative" resident most closely matches their self-perceptions. More important, we obtained individual differences in attention to self-fit in situations. Of individuals who reported that they had interpersonal goals in the housing selection task, those who reported that many personality characteristics (both positive and negative) were untrue of self were more systematic in their use of the self-to-prototype matching rule, this was also true of low self-monitors. Neither pattern of individual differences obtained for students with practical goals in the housing decision.
Stereotype threat is being at risk of confirming, as self-characteristic, a negative stereotype about one's group. Studies 1 and 2 varied the stereotype vulnerability of Black participants taking a difficult verbal test by varying whether or not their performance was ostensibly diagnostic of ability, and thus, whether or not they were at risk of fulfilling the racial stereotype about their intellectual ability. Reflecting the pressure of this vulnerability, Blacks underperformed in relation to Whites in the ability-diagnostic condition but not in the nondiagnostic condition (with Scholastic Aptitude Tests controlled). Study 3 validated that ability-diagnosticity cognitively activated the racial stereotype in these participants and motivated them not to conform to it, or to be judged by it. Study 4 showed that mere salience of the stereotype could impair Blacks' performance even when the test was not ability diagnostic. The role of stereotype vulnerability in the standardized test performance of ability-stigmatized groups is discussed.
A general theory of domain identification is used to describe achievement barriers still faced by women in advanced quantitative areas and by African Americans in school. The theory assumes that sustained school success requires identification with school and its subdomains; that societal pressures on these groups (e.g., economic disadvantage, gender roles) can frustrate this identification; and that in school domains where these groups are negatively stereotyped, those who have become domain identified face the further barrier of stereotype threat, the threat that others’ judgments or their own actions will negatively stereotype them in the domain. Research shows that this threat dramatically depresses the standardized test performance of women and African Americans who are in the academic vanguard of their groups (offering a new interpretation of group differences in standardized test performance), that it causes disidentification with school, and that practices that reduce this threat can reduce these negative effects.
In the life story, autobiographical remembering and self-understanding are combined to create a coherent account of one's past. A gap is demonstrated between developmental research on the story-organization of autobiographical remembering of events in childhood and of life narratives in adulthood. This gap is bridged by substantiating D.P. McAdams's (1985) claim that the life story develops in adolescence. Two manifestations of the life story, life narratives and autobiographical reasoning, are delineated in terms of 4 types of global coherence (temporal, biographical, causal, and thematic). A review of research shows that the cognitive tools necessary for constructing global coherence in a life story and the social-motivational demands to construct a life story develop during adolescence. The authors delineate the implications of the life story framework for other research areas such as coping, attachment, psychotherapeutic process, and the organization of autobiographical memory.
For a test longitudinal test of the model see:
Köber, C., Schmiedek, F., & Habermas, T. (2015). Characterizing lifespan development of three aspects of coherence in life narratives: A cohort-sequential study. Developmental Psychology, 51, 260-275. 10.1037/a0038668
Köber, C., & Habermas, T. (2017). The development of temporal macrostructure in life narratives across the lifespan. Discourse Processes. Online publication. 10.1080/0163853X.2015.1105619
For a more recent review see:
Habermas, T., & Reese, E. (2015). Getting a life takes time: The development of the life story in adolescence and its precursors. Human Development, 58, 172-202. 10.1159/000437245
A general theory of domain identification is used to describe achievement barriers still faced by women in advanced quantitative areas and by African Americans in school. The theory assumes that sustained school success requires identification with school and its subdomains; that societal pressures on these groups (e.g., economic disadvantage, gender roles) can frustrate this identification; and that in school domains where these groups are negatively stereotyped, those who have become domain identified face the further barrier of stereotype threat, the threat that others' judgments or their own actions will negatively stereotype them in the domain. Research shows that this threat dramatically depresses the standardized test performance of women and African Americans who are in the academic vanguard of their groups (offering a new interpretation of group differences in standardized test performance), that it causes disidentification with school, and that practices that reduce this threat can reduce these negative effects.
Blacked Out: Dilemmas of Race, Identity, and Success at Capital High. Signithia Fordham. Chicago: University of Chicago Press, 1996. 411 pp.
Previous analyses have provided consistent evidence that people prefer to enter social situations associated with person-in-situation prototypes that are most similar to their self-concepts (a process called prototype matching). The present work extends this analysis by considering a strategy for choosing among situations that pose a threat to positive self-evaluation. Indivi-duals' preferences for different types of psychotherapists were examined. Results suggest that subjects used a prototype-distancing strategy that involved maximizing dissimilarity between self-concept and patient prototypes when similarity was defined in terms of typical emotional experiences (but not when similarity was defined in terms of characteristic personality traits). In addition, consistent with the notion that threats to self-evaluation arouse self-enhancement motives, results also indicate a greater role of the ideal self than the actual self in the choice strategy.
The chapter provides a brief glimpse on the various theoretical and empirical approaches taken to study person categories and categorization. The chapter provides a comprehensive and representative survey of the literature on person perception and social cognition emerging from other laboratories. Interest in the issues of category accessibility has been renewed recently as cognitive-social psychologists attempt to understand the person categorization process. The chapter discusses the nature of categories at different level of abstractions. The prototype approach, prototypicality rules (full view and the restricted view), and from prototype to social behavior is also discussed. Knowledge about person prototypes not only makes information processing easier, it also helps the perceiver to plan behavior in social interactions . It is easier to process information about characters that fit well with and are, therefore, prototypical of shared beliefs about various personality types. Character prototypicality was manipulated in a free-recall and personality impression paradigm through variations in the consistency of a character's identification with preexisting beliefs about two personality-type categories-extraversion and introversion. The chapter discusses the purpose, the goals and functions of person categorization, the nature of categories at different levels of abstraction, and determining prototypicality in detail.
Presents results from a seven-year research project in which a baseline class of high school students was compared with a class in which role-model intervention was used to encourage female students to complete upper-level science courses. In the target class, there were no significant gender differences in science credits earned. Attitude survey is included. Contains 32 references. (PVD)
Introduces the concept of possible selves (PSs) to complement current conceptions of self-knowledge. PSs represent individuals' ideas of what they might become, what they would like to become, and what they are afraid of becoming, and thus provide a conceptual link beteen cognition and motivation. PSs are the cognitive components of hopes, fears, goals, and threats; they give the specific self-relevant form, meaning, organization, and direction to these dynamics. It is suggested that PSs function as incentives for future behavior and to provide an evaluative and interpretive context for the current view of self. The nature and function of PSs and their role in addressing several persistent problems (e.g., the stability and malleability of the self, the unity of the self, self-distortion, the relationship between the self-concept and behavior) are discussed. (143 ref)
This study examined the hypothesis that African-American adolescents' school achievement is detrimentally influenced by their perception of a discriminatory "job ceiling" affecting their employment opportunities. As a consequence of these perceptions, African-American adolescents allegedly: (a) devalue the importance of educational achievements (b) perceive that they have low academic ability, and (c) develop a social or racial identity at odds with academic achievement. These predictions were examined in a sample of 344 African-American and White students attending public and Catholic high schools. Results consistent with the model revealed that the more aware of discrimination the African-American adolescents were, the less important they perceived academic achievement to be, and the less engaged they were in their school work. However, the adolescents' awareness of discrimination was unrelated to their serf-perceptions of their own academic abilities and their ethnic identity. Indeed, adolescents' ethn...
examine how identity (and self-esteem) are constructed / begin with the role of culture, by considering how different historical periods have treated the single self / turn to how knowledge about the self is actually formed and organized / take a closer look at the formation and maintenance of self-esteem / consider some of the ways people try to control the information about the self, usually in order to fit it into established or preconceived patterns / propose that the modern interest in self must be understood in the context of the tension between the great desire to know and express the self and the concomitant burdens and difficulties associated with the self / examine some of the specific problems and difficulties that are associated with the self (PsycINFO Database Record (c) 2012 APA, all rights reserved)
propose that impression regulation and management are fundamental features of social behavior / "impression management" is defined as a goal-directed activity of controlling information about some person, object, idea, or event / [suggest that] it is also misleading to think of impression management as superficial, deceptive, an afterthought, a simple bias of socially desirable responding, or immoral / rather it plays a crucial role for self-identification / people try to regulate and control—sometimes consciously and sometimes not—the information they present to audiences / 3 themes contribute to current conceptions of impression management: people as agents, communication as purposive, and audiences as an integral component of self-regulation (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The study described focused on the gender and race of subjects and their perceptions about scientists. Of particular interest were the factors behind a particular subject drawing a scientist of a particular race and/or gender. Subjects were asked to describe their scientist and provide a reason for drawing it of a particular race and gender. Grade level, gender, and race of subjects were recorded with their responses. Interviewers were 25 junior/senior level preservice elementary teachers. Three-hundred fifty-eight subjects were administered the DAST and subsequently interviewed. Data were collected from subjects in Grades 1 to 7 in 24 elementary and middle schools (Grades K-9). Subjects' reasons for drawing a scientist a particular race and gender were determined by evaluators to fall into 12 categories.
[About the book]: The International Encyclopedia of Organization Studies is a definitive description of the field, spanning individual, organizational, societal, and cultural perspective in a cross-disciplinary manner. Editors Stewart R. Clegg and James R. Bailey have sought to capture much of the cutting-edge thinking that characterizes the best scholarship internationally. The Encyclopedia is thoroughly cross-referenced and entries are based around a series of broad themes. Key Features - Offers a comprehensive overview of many of the major ideas, concepts, terms, and approaches that characterise this diverse field of organization studies - Illustrates the fluidity, dynamism, and innovation that now occur in organization studies-internationally - Brings together a team of international contributors from the fields of: Management, Psychology, Sociology, Communications, Education, Political Science, Public Administration, Anthropology, Law and other related areas. - Examines how organizations are devices for structuring life and lives are structured by organizations Key themes include: organization; careers; struture; design; communications; cultures; diversity; innovation; change; strategy; power; leadership; learning; knowledge; ethics; theory; research; conflict; politics
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