{"title":"The Influence of Affirming Kindness and Community on Broadening Participation in STEM Career Pathways.","authors":"Mica Estrada, Alegra Eroy-Reveles, John Matsui","doi":"10.1111/sipr.12046","DOIUrl":null,"url":null,"abstract":"<p><p>The United States' inability to achieve equitable workforce development in science, technology, engineering, and mathematics (STEM) career pathways is well-recognized and has been attributed to the poor retention of a diverse stream of students in academia. Social science theory and research provide evidence that social contextual variables-specifically kindness cues affirming social inclusion-influence chronic underrepresentation of some groups within STEM career pathways. Review of the literature suggests that the current STEM academic context does not consistently provide cues that affirm social inclusion to all members of the academic population, and that policies that address this disparity are essential to broadening STEM workforce development in the United States.</p>","PeriodicalId":47129,"journal":{"name":"Social Issues and Policy Review","volume":"12 1","pages":"258-297"},"PeriodicalIF":7.2000,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5898245/pdf/nihms946675.pdf","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Social Issues and Policy Review","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1111/sipr.12046","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2018/1/16 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"PSYCHOLOGY, SOCIAL","Score":null,"Total":0}
引用次数: 0
Abstract
The United States' inability to achieve equitable workforce development in science, technology, engineering, and mathematics (STEM) career pathways is well-recognized and has been attributed to the poor retention of a diverse stream of students in academia. Social science theory and research provide evidence that social contextual variables-specifically kindness cues affirming social inclusion-influence chronic underrepresentation of some groups within STEM career pathways. Review of the literature suggests that the current STEM academic context does not consistently provide cues that affirm social inclusion to all members of the academic population, and that policies that address this disparity are essential to broadening STEM workforce development in the United States.
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The mission of Social Issues and Policy Review (SIPR) is to provide state of the art and timely theoretical and empirical reviews of topics and programs of research that are directly relevant to understanding and addressing social issues and public policy.Papers will be accessible and relevant to a broad audience and will normally be based on a program of research. Works in SIPR will represent perspectives directly relevant to the psychological study of social issues and public policy. Contributions are expected to be review papers that present a strong scholarly foundation and consider how research and theory can inform social issues and policy or articulate the implication of social issues and public policy for theory and research.
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