Scaling the Higher Education Pyramid

Academic and Career Success of Minorities and Women in Science and Engineering
1. Auflage 2011
ISBN: 978-1-118-24521-7
Verlag: Wiley

Buch, Englisch, 500 Seiten, Format (B × H): 150 mm x 226 mm, Gewicht: 318 g

- Looks at the representation of women and ethnic minorities entering and completing programs in science, technology, engineering, and mathematics (STEM)

- The articles contained in this issue represent cutting-edge research by some of the top researchers in social psychology, developmental psychology, education, and medical sciences

- The articles cover broad ground with regard to topic of study, age focus, methodology, and level of analysis

- The research contained in the issue has the potential to have an impact on policy and program development and serves as a catalyst for further thinking on this important social issue

Autoren/Hrsg.

Syed, Moin

Chemers, Martin M

Levy, Sheri R

Inhaltsverzeichnis

FOREWORD

Foreword: Pursuing Effective Integrated Education Claude M. Steele

SECTION I: INTRODUCTION

Ethnic Minorities and Women in STEM: Casting a Wide Net to Address a Persistent Social Problem Moin Syed and Martin M. Chemers

SECTION II: INDIVIDUAL REACTIONS: SOURCES, MEDIATORS AND OUTCOMES

Identity and Academic Success among Underrepresented Ethnic Minorities: An Interdisciplinary Review and Integration Moin Syed, Margarita Azmitia, and Catherine R. Cooper

The Role of Efficacy and Identity in Science Career Commitment Among Underrepresented Minority Students Martin M. Chemers, Eileen L. Zurbriggen, Moin Syed, Barbara K. Goza, and Steve Bearman

How Women Cope: Being a Numerical Minority in a Male-Dominated Profession Laura Smart Richman, Michelle vanDellen, and Wendy Wood

Assessing the Role of Gender Rejection Sensitivity, Identity, and Support on the Academic Engagement of Women in Nontraditional Fields using Experience Sampling Methods Bonita London, Lisa Rosenthal, and Angel Gonzalez

SECTION III: INSTITUTIONAL EFFORTS: BARRIERS AND OPPORTUNITIES

Ethnic and Generational Differences in the Relations between Social Support and Academic Achievement across the High School Years Melissa R. Witkow and Andrew J. Fuligni

“We Do Science Here”: Underrepresented Students’ Interactions with Faculty in Different College Contexts Sylvia Hurtado, M. Kevin Eagan, Minh C. Tran, Christopher B. Newman, Mitchell J. Chang, and Paolo Velasco

SECTION IV: INTERVENTION STRATEGIES: ALIGNING AMBITIONS AND MENTORING

Design of an Intervention to Promote Entry of Minority Youth into Clinical Research Careers by Aligning Ambition: The TEACH (Training Early Achievers for Careers in Health) Research Program Vineet Arora, Barbara Schneider, Rebecca Thal, and David Meltzer

Processes and Outcomes of a Mentoring Program for Latino College Freshmen Jean S. Phinney, Cidhinnia M. Torres Campos, Delia M. Padilla Kallemeyn, and Chami Kim

Matching by Race and Gender in Mentoring Relationships: Keeping our Eyes on the Prize Stacy Blake-Beard, Melissa L. Bayne, Faye J. Crosby, and Carol B. Muller

SECTION V: COMMENTARY

Understanding Educational and Occupational Choices Jacquelynne S. Eccles

SECTION VI: 2010 KURT LEWIN AWARD

Introduction to Mark Zanna’s SPSSI Kurt Lewin Award Address Faye J. Crosby

While Waiting for Nature to Take Her Course: There’s Nothing So Practical as a Good.Design Mark P. Zanna

Über Autor(innen)

Moin Syed is an Assistant Professor of Psychology at the University of Minnesota, Twin Cities. His research is broadly concerned with identity development among ethnically and culturally-diverse adolescents and emerging adults, with particular focus on the development of multiple personal and social identities (e.g., ethnicity, social class, and gender) and the implications of identity development for educational experiences and career orientation.

Martin M. Chemers received a Ph.D in Social Psychology from the University of Illinois, Urbana. He is presently Professor Emeritus and Research Professor of Psychology at the University of California, Santa Cruz. His current research is supported by the National Institutes of Health and is focused on understanding and developing the individual and institutional changes needed to increase the number of under-represented minorities in STEM education and careers.