The Influence of Affirming Kindness and Community on Broadening Participation in STEM Career Pathways

Abstract

The United States’ inability to achieve equitable workforce development in science, technology, engineering, and mathematics (STEM) career pathways is well-recognized and has been attributed to the poor retention of a diverse stream of students in academia. Social science theory and research provide evidence that social contextual variables—specifically kindness cues affirming social inclusion—influence chronic underrepresentation of some groups within STEM career pathways. Review of the literature suggests that the current STEM academic context does not consistently provide cues that affirm social inclusion to all members of the academic population, and that policies that address this disparity are essential to broadening STEM workforce development in the United States.

The Development and Implementation of a Longitudinal Wellness Curriculum for McGill University’s Undergraduate Medical Program

“…These wellness activities serve to represent the lived experiences of gender/sexual minority students, foster understanding and appreciation of diversity in the medical student community, and help students better serve the needs of diverse Canadian populations. In previous research, socially inclusive and affirming institutional environments that integrate diversity have been reported to be associated with student well-being, satisfaction, and learning [39].…”

Investigating potential influences of graduate teaching assistants on students’ sense of belonging in introductory physics labs

“…It is one of the most diverse schools in the country with 35% of students identifying as Hispanic, 28% Asian, 19% White, 6% Black, 6% two or more races, and 6% unknown or other [5]. According to , historically underrepresented students in STEM fields are especially impacted by their ability to relate to those around them and feel part of the community [6]. Their research postulates that students who feel social inclusion in their academic community are more likely to develop a social identity related to their chosen field.…”

Students as ecologists: Strategies for successful mentorship of undergraduate researchers

“…No doubt, students will have some difficulties in their research methods or data presentation. The mentor's responsibility includes providing quality feedback without being overly judgmental or critical in expectations that go beyond the experience of the average undergraduate (Estrada et al, ). These early presentation experiences help shape students’ confidence and a sense of belonging, both of which contribute to STEM retention of underrepresented groups (Gray, ; Perez, Cromley, & Kaplan, ; Shanahan et al, ).…”

“…Research experience as an undergraduate is an important step for many scientists on their way to graduate school and careers in STEM (Estrada, Eroy-Reveles, & Matsui, 2018;Hathaway, Nagda, & Gregerman, 2002;Linn et al, 2015). For many young researchers, this experience plays a critical role in building one's identity as a scientist (Lopatto, 2007;Palmer et al, 2015;Robnett, Chemers, & Zurbriggen, 2015).…”

“…No doubt, students will have some difficulties in their research methods or data presentation. The mentor's responsibility includes providing quality feedback without being overly judgmental or critical in expectations that go beyond the experience of the average undergraduate (Estrada et al, 2018).…”