The present study demonstrates the importance of considering intersectional identities and/or social contexts in the application of social cognitive career theory and related interventions in efforts to broaden participation in engineering. Specifically, interactions among race/ethnicity, gender, and/or institutional context moderated important social-cognitive relations and differentially explained engineering undergraduates' academic engagement, satisfaction, and intended persistence.

This study extends Flores et al.'s (2006) 36-year analysis of racial/ethnic minority (REM) career research to identify recent trends in choice of topics and leading individual and institutional contributors. The authors identified 166 articles on REM career research published from 2005 to 2015 in the Journal of Vocational Behavior, The Career Development Quarterly, the Journal of Career Assessment, and the Journal of Career Development.Of these studies, 92% were empirical, with more than three quarters of these using quantitative rather than qualitative methodology. Most frequently, the empirical studies (n = 153) were based on samples of high school (30.7%) or undergraduate (34.6%) students. The authors discuss the implications of their findings and suggest ways to expand REM career research in the future.

Although the future is mentioned frequently in overarching aims and visions, and it is a major drive in the daily work of archaeological heritage managers and indeed heritage professionals more generally, it remains unclear precisely how an overall commitment to the future can best inform specific heritage practices. It seems that most archaeologists and other heritage professionals cannot easily express how they conceive of the future they work for, and how their work will impact on that future. The future tends to remain implicit in daily practice which operates in a continuing, rolling present. The authors argue that this needs to change because present-day heritage management may be much less beneficial for the future than we commonly expect.

No abstract

Research on state-level immigration policies and health in the United States is limited. In this article Stephanie Potochnick, Sarah May, and Lisa Flores address the gap in research on state-level immigration policies and health in the US by examining the health implications of in-state resident tuition (IRT) policies and their effects. As one of the largest inclusive state efforts, IRT policies reduce educational barriers for Latina/o undocumented immigrant youth, alleviate familial resource constraints, and promote social inclusion. Consequently, IRT and IRT-related policies are likely to have strong impacts on the health of Latina/o undocumented immigrant youth, their families, and their community. Analyzing nationally representative household data and using Mexican noncitizens to proxy undocumented status, the authors adopted a difference-in-difference strategy to identify the influence of IRT-related policies on general self-rated health. Their findings show that IRT policies are associated with better health for Mexican noncitizen youth and young adults and also provide preliminary evidence for positive spillover effects on the health of family members.