How role models can diversify college students in STEM: A social-cognitive perspective

Lee, Hye-Won; Hernandez, Paul R.; Tise, Joseph C.; Du, Wenyi

doi:10.1080/00405841.2023.2226554

Cited by 5 publications

(3 citation statements)

References 61 publications

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“…Exposure to curricular materials that feature counter-stereotypical scientists is expected to shift attitudes towards science and scientists, especially among students who share identities with the featured scientist ( 18, 19 ). To test this hypothesis, we demographically matched students and scientists based on whether they shared gender and/or race/ethnicity identities, as indicated by survey responses.…”

Section: Resultsmentioning

confidence: 99%

“…Featuring counter-stereotypical scientists in course materials is billed as a scalable, accessible, and easy-to-implement tool that increases the recruitment and retention of students with identities historically and currently excluded from STEM ( 11 ). However, although early evidence has demonstrated the efficacy of classroom interventions that feature counter-stereotypical scientists ( 12–17 ), the specific elements of these interventions that are most impactful remain unclear ( 18, 19 ). The lack of research in this area leaves educators and curriculum developers without data-supported guidelines for how to effectively develop and employ classroom materials that feature counter-stereotypical scientists.…”

Section: Introductionmentioning

confidence: 99%

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More than a token photo: humanizing scientists enhances student engagement

Costello,

Driessen,

Kjelvik

et al. 2024

Preprint

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Highlighting scientists from historically excluded groups in educational materials increases student engagement in STEM. However, which specific elements of these educational materials maximize their impact remains untested, leaving educators guessing how to best highlight counter-stereotypical scientists in their classrooms. We tested the effects of including visual and humanizing descriptions of scientists featured in quantitative biology activities on over 3,700 students across 36 undergraduate institutions. We found that including humanizing information about counter-stereotypical scientists increased the extent to which students related to those scientists, which in turn translated to higher student engagement. Students who shared one or more excluded identity(s) with the featured scientists related most strongly. Our findings demonstrate the importance of humanizing counter-stereotypical scientists in classrooms, beyond simply adding a photo to increase representation.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

More than a token photo: humanizing scientists enhances student engagement

Costello,

Driessen,

Kjelvik

et al. 2024

Preprint

View full text Add to dashboard Cite

show abstract

“…This fosters improvements in verbal and non-verbal communication, active listening, and empathy. Furthermore, these skills are integral to the development of a professional nursing identity, allowing students to internalize the values and ethics of their profession (Lee et al, 2023). Nursing educators also play a pivotal role in this process by establishing positive relationships with students, acting as role models, and creating a conducive learning environment.…”

Section: Communication and Interpersonal Skillsmentioning

confidence: 99%

Assessing the Effectiveness of Clinical Rotations in Preparing Undergraduate Nursing Students for Practice: Mixed Study

Hussein Yaas,

Qadir Hamarash,

Almushhadany

et al. 2023

MJN

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Objective: The objective of this mixed-methods research study is to assess the effectiveness of clinical rotations in preparing undergraduate nursing students for practice at Ninevah Nursing College, Iraq by combining quantitative and qualitative approaches. Methods: A mixed-methods approach was used to collect data from a convenience sample (100) of undergraduate nursing students. A survey was conducted to obtain quantitative data, while qualitative data was obtained through focus groups. Descriptive and thematic analyses were employed to analyze the data. Results: The results revealed that clinical rotations were perceived to be valuable in developing clinical skills. However, there were gaps in the student's preparation for the emotional demands of nursing practice, navigating complicated patient interactions, and managing workload. The findings suggest a need for nursing programs to ensure that clinical rotations provide a more comprehensive preparation for the realities of nursing practice. This can be achieved through a structured approach, including debriefing sessions and opportunities for reflection, and ensuring that students have exposure to a range of patient populations and healthcare settings. Conclusion: Clinical rotations are essential for nursing students to apply their theoretical knowledge in a real-world setting. The study findings indicate that there is a need for nursing programs to enhance the effectiveness of clinical rotations in preparing students for the realities of nursing practice. Implementing a structured approach to clinical rotations and ensuring exposure to diverse patient populations and healthcare settings can help bridge the gaps in nursing education.

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