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Black women are underrepresented in science, technology, engineering, and mathematics (STEM) industries and are presented with unique career and mental health experiences as a result. This study used social cognitive career theory and thematic analysis to explore the career and mental health experiences of (N = 11) Black women in STEM. The findings include four themes: (1) the influence of a STEM career on mental health; (2) the STEM career journey; (3) self‐efficacy and self‐motivation to succeed; and (4) hopes for Black girls and women in STEM. Implications for counselors who work with Black women in STEM are discussed.
Black women are underrepresented in science, technology, engineering, and mathematics (STEM) industries and are presented with unique career and mental health experiences as a result. This study used social cognitive career theory and thematic analysis to explore the career and mental health experiences of (N = 11) Black women in STEM. The findings include four themes: (1) the influence of a STEM career on mental health; (2) the STEM career journey; (3) self‐efficacy and self‐motivation to succeed; and (4) hopes for Black girls and women in STEM. Implications for counselors who work with Black women in STEM are discussed.
Societal Impact StatementProtecting diversity is critical to maintaining functional and adaptive ecosystems. However, research groups that explore these relationships tend to lack diversity themselves. To address the challenges of our changing world, it is crucial to consider a wide range of perspectives and knowledge. We propose that just as greater diversity in ecosystems relates to a variety of functions and, consequently, enhances resilience, stability, and efficiency, a comparable diversity within research teams results in a broader spectrum of creative endeavors. Thus, it is important to re‐evaluate our scientific communities' openness toward greater diversity to meet the diverse problems of our changing world.SummaryEcosystems face multiple threats, jeopardizing natural and human well‐being. Biodiversity loss can increase ecosystem vulnerability to global change, risking abrupt and irreversible changes. Protecting biodiversity can prevent ecosystems from crossing tipping points, preserving their functions and resilience, which sustain life on our planet. In addressing these challenges, society demands creativity, innovation, and diverse perspectives. Yet, our societal structures often neglect the full range of voices and experiences, limiting problem‐solving. Understanding how research teams with diverse demographics may stimulate creative solutions to global change challenges may help. In this context, we emphasize examples from plant ecology, where the advantages of diverse ecosystems are well recognized, and we draw an analogy of these features to the innovation of research teams. In ecosystems, biodiversity can maximize productivity and function but can also serve as a protective “insurance” against disruptions. Similarly, in a time of multifaceted environmental changes, diverse research groups play a critical and analogous role, resembling the biodiversity within ecosystems. Diverse research teams not only bring complementary strengths, fostering creative problem‐solving by embracing various perspectives, but also drive scientific innovation by integrating a wide range of research topics (e.g., ecosystems, taxa, and conservation priorities). These human‐centered dynamics are congruent with the mechanisms in ecosystems, with a diversity of solutions promoting resilience, stability, and efficiency, all of which ultimately provide a counterbalancing effect on global change. Much like biodiverse ecosystems, a diverse spectrum of knowledge, and expertise within the scientific community can enrich a dynamic landscape of innovation.
The culture cycle details how cultural ideas, institutional practices, daily interactions, and psychological processes mutually reinforce (and disrupt) social class inequities in U.S. education contexts. Attending to how the intersections of classism, racism, and sexism shape culture cycle processes unearths nuances in social class inequities and their consequences. In this paper, we argue that by taking a critical race perspective to the culture cycle framework, or a critical race culture cycle lens for short, we can more fully interrogate interrelated power structures in educational contexts that dynamically influence each other over time to shape students’ unique psychological realities of marginalization and, importantly, their acts of resistance. To build our argument, we first describe the utility of a culture cycle study of social class inequities. We then illustrate how a critical race culture cycle lens sharpens psychological investigations of these inequities. We offer cultural mismatch theory as an illustrative example for our argument and showcase how such a lens provokes a different set of research questions that attend to power, intersectionality, and resistance. Finally, we discuss how a critical race culture cycle lens offers new opportunities for theory and research in the study of social class inequities more broadly.
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