This study investigated the academic interests and goals of 223 African American, Latino/a, Southeast Asian, and Native American undergraduate students in two groups: biological science and engineering (S/E) majors. Using social cognitive career theory (Lent, Brown, & Hackett, 1994), we examined the relationships of social cognitive variables (math/science academic self-efficacy, math/ science outcome expectations), along with the influence of ethnic variables (ethnic identity, othergroup orientation) and perceptions of campus climate to their math/science interests and goal commitment to earn an S/E degree. Path analysis revealed that the hypothesized model provided good overall fit to the data, revealing significant relationships from outcome expectations to interests and to goals. Paths from academic self-efficacy to S/E goals and from interests to S/E goals varied for students in engineering and biological science. For both groups, other-group orientation was positively related to self-efficacy and support was found for an efficacy-mediated relationship between perceived campus climate and goals. Theoretical and practical implications of the study's findings are considered as well as future research directions. Keywordssocial cognitive career; ethnic identity; science and engineering; career goals; underrepresented students Correspondence concerning this article should be addressed to Angela Byars-Winston, Center for Women's Health Research, 700 Regent Street, Suite #301, University of Wisconsin, Madison, WI 53715-2634. ambyars@wisc.edu. Publisher's Disclaimer: The following manuscript is the final accepted manuscript. It has not been subjected to the final copyediting, fact-checking, and proofreading required for formal publication. It is not the definitive, publisher-authenticated version. The American Psychological Association and its Council of Editors disclaim any responsibility or liabilities for errors or omissions of this manuscript version, any version derived from this manuscript by NIH, or other third parties. The published version is available at www.apa.org/pubs/journals/cou. National surveys of freshmen indicate that the intentions of ALANA students to major in a STEM field are similar to the intentions of White students (NSB, 2006). However, by the sixth year of college, only about 29% of ALANA students entering STEM majors graduate with a STEM degree compared to 42% of White students entering STEM majors (Hayes, 2007). Though scholarship exists on interventions to reduce attrition of ALANA students from STEM, it is largely comprised of program evaluations and minimal research that attends to the influence of cultural variables on retention. Further, few STEM retention efforts are informed by theorydriven research and are thus often reliant upon anecdotal or folk insights to guide their efforts (Lewis, 2003), delivering interventions that may not be effective or culturally relevant for ALANA students. Identifying influences on retention-related variables for ALANA students in STEM majo...

To measure the limits on attentive tracking of continuously changing features, in our task objects constantly changed smoothly and unpredictably in orientation, spatial period or position. Observers reported the last state of one of the objects. We observed a gradual decline in performance as the number of tracked objects increased, implicating a graded processing resource. Additionally, responses were more similar to previous states of the tracked object than its final state, especially in the case of spatial frequency. Indeed for spatial frequency, this perceptual lag reached 250ms when tracking four objects. The pattern of the perceptual lags, the graded effect of set size, and the double-report performance suggest the presence of both serial and parallel processing elements.

In the multiple object tracking (MOT) task, observers can typically keep track of up to four moving objects. Little is known however about the extent to which object motion is used by observers during MOT. For example, direction and speed might be used to anticipate future positions. We here ask to what extent position reports lag behind targets or instead correspond to extrapolated positions. Using a range of different motion trajectory patterns, observers tracked 1-4 targets among distracters and reported the final position of one of the targets. On average, reports corresponded to previous positions rather than the final position. This lag varied across conditions from around 10 to 70ms of the object's trajectory. Although some have suggested that extrapolation occurs during MOT, we find no evidence of anticipation of future positions of targets. The significant increase in lag with speed of the object is consistent with slow or intermittent updating of object positions during tracking.