Journal articles on the topic 'Science career pursuit'
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Rozek, Christopher S., Ryan C. Svoboda, Judith M. Harackiewicz, Chris S. Hulleman, and Janet S. Hyde. "Utility-value intervention with parents increases students’ STEM preparation and career pursuit." Proceedings of the National Academy of Sciences 114, no. 5 (January 17, 2017): 909–14. http://dx.doi.org/10.1073/pnas.1607386114.
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During high school, developing competence in science, technology, engineering, and mathematics (STEM) is critically important as preparation to pursue STEM careers, yet students in the United States lag behind other countries, ranking 35th in mathematics and 27th in science achievement internationally. Given the importance of STEM careers as drivers of modern economies, this deficiency in preparation for STEM careers threatens the United States’ continued economic progress. In the present study, we evaluated the long-term effects of a theory-based intervention designed to help parents convey the importance of mathematics and science courses to their high-school–aged children. A prior report on this intervention showed that it promoted STEM course-taking in high school; in the current follow-up study, we found that the intervention improved mathematics and science standardized test scores on a college preparatory examination (ACT) for adolescents by 12 percentile points. Greater high-school STEM preparation (STEM course-taking and ACT scores) was associated with increased STEM career pursuit (i.e., STEM career interest, the number of college STEM courses, and students’ attitudes toward STEM) 5 y after the intervention. These results suggest that the intervention can affect STEM career pursuit indirectly by increasing high-school STEM preparation. This finding underscores the importance of targeting high-school STEM preparation to increase STEM career pursuit. Overall, these findings demonstrate that a motivational intervention with parents can have important effects on STEM preparation in high school, as well as downstream effects on STEM career pursuit 5 y later.
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Barnes, Taylor, Kirstin M. Burnett, W. Shawn Ramsey, and Kathrin Dunlap. "252 Better Preparing Animal Science Students for Education Associated Careers." Journal of Animal Science 98, Supplement_4 (November 3, 2020): 186. http://dx.doi.org/10.1093/jas/skaa278.343.
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Abstract An Animal Science degree prepares students for a broad range of career opportunities yet the two most discussed in the literature and assumed by society are in animal science industry or veterinary medicine. However, studies indicate that -60% of our students enter into education as a career path, yet animal science departments typically do not emphasize educational careers or provide opportunities for students to develop skills in methods relevant for animal science related teaching. To combat this lack of representation for educational career opportunities, our research university’s animal science department has acted in two ways:-Developed a laboratory teaching methods course that allows undergraduate students to serve as teaching assistants for an animal handling lab with support and supervision from the course and graduate student lab instructors-Performed a content analysis to identify the type, frequency, and way educational career paths are discussed and/or assessed in introductory animal science courses. These are the first steps in ensuring that students are as prepared for pursuit of a possible educational career at a level equal to that for industry or veterinary careers. Sustainability of animal science includes retaining students in educational careers and actively improving our educational practices within the discipline. These changes better prepare our undergraduate students to have more realistic job expectations and competence in teaching when they pursue graduate school or animal science related educational career options. The university animal science program also benefits, as the undergraduate teaching assistants improve the instructor-to-student ratio thus positively impacting safety and logistics of hands-on large animal labs while increasing one-on-one instruction time with students. These practices increase student engagement and learning. Additionally, the field of animal science will prosper from increased competence in pedagogical techniques providing a richer, more complete educational experience for our students both in and out of university settings.
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Jackson, Matthew C., Gino Galvez, Isidro Landa, Paul Buonora, and Dustin B. Thoman. "Science That Matters: The Importance of a Cultural Connection in Underrepresented Students’ Science Pursuit." CBE—Life Sciences Education 15, no. 3 (September 2016): ar42. http://dx.doi.org/10.1187/cbe.16-01-0067.
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Recent research suggests that underrepresented minority (URM) college students, and especially first-generation URMs, may lose motivation to persist if they see science careers as unable to fulfill culturally relevant career goals. In the present study, we used a mixed-methods approach to explore patterns of motivation to pursue physical and life sciences across ethnic groups of freshman college students, as moderated by generational status. Results from a longitudinal survey (N = 249) demonstrated that freshman URM students who enter with a greater belief that science can be used to help their communities identified as scientists more strongly over time, but only among first-generation college students. Analysis of the survey data were consistent with content analysis of 11 transcripts from simultaneously conducted focus groups (N = 67); together, these studies reveal important differences in motivational characteristics both across and within ethnicity across educational generation status. First-generation URM students held the strongest prosocial values for pursuing a science major (e.g., giving back to the community). URM students broadly reported additional motivation to increase the status of their family (e.g., fulfilling aspirations for a better life). These findings demonstrate the importance of culturally connected career motives and for examining intersectional identities to understand science education choices and inform efforts to broaden participation.
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Harmon, Kevin A., and Eric A. Walden. "Comparing Three Theories of the Gender Gap in Information Technology Careers: The Role of Salience Differences." Journal of the Association for Information Systems 22, no. 4 (2021): 1099–145. http://dx.doi.org/10.17705/1jais.00690.
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The information technology (IT) field faces a skills shortage. Only 17% of a projected 3.5 million computing job openings are expected to be filled by 2026 (National Association for Women & Information Technology, 2018). Yet the number of women pursuing IT careers continues to decrease—only 19% of IT bachelor’s degrees in 2016 were awarded to women compared to 57% of bachelor’s degrees overall. We compared three theories that could explain this gender gap in the pursuit of IT careers: expectancy-value theory, role congruity theory, and field-specific ability beliefs theory. We find that women and men are similar in their levels of important factors related to career interest, but that two of these factors—technical learning self-efficacy and agentic goals—have increased salience for women. This suggests that some of the gender gap in the IT field could be addressed by placing more focus on developing technical learning self-efficacy in both men and women. While this could help both women and men, it would likely have an outsized effect on the IT career pursuit of women.
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Franklin, Allan. "Discovery, Pursuit, and Justification." Perspectives on Science 1, no. 2 (1993): 252–84. http://dx.doi.org/10.1162/posc_a_00436.
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Abstract In this article I suggest a tripartite classification of scientific activity; discovery, pursuit, and justification. I believe that such a classification can give us a more adequate description of scientific practice, help illuminate the various roles that evidence plays in science, and may also help to partially resolve differences between “constructivist” and “epistemologist” views of science. I argue that although factors suggested by the constructivists such as career goals, professional interests, utility for future practice, and agreement with existing commitments do enter into pursuit, it is experimental evidence that is decisive in justification. I illustrate this with two case studies from the history of contemporary science, experiments on atomic parity violation and their relation to the Weinberg-Salam unified theory of electroweak interactions and the fifth force in gravity. I also answer some of the criticisms offered of my earlier account of the episode of atomic parity violation.
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Rincón, Blanca, Érica Fernández, and Juanita K. Hinojosa. "“I wanted to follow in her footsteps”: Activating, Nurturing, and Extending Community Cultural Wealth for Students of Color Entering STEM Pathways." Teachers College Record: The Voice of Scholarship in Education 122, no. 9 (September 2020): 1–36. http://dx.doi.org/10.1177/016146812012200903.
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Background/Context Science, technology, engineering, and mathematics (STEM) occupations account for the second-fastest growing sector in the United States. As racial and ethnic “minorities” become the college-age majority, there is a need to facilitate access and success for Students of Color in STEM fields. Purpose The present study seeks to investigate the ways in which important others shape the initial educational and career aspirations of Students of Color pursuing STEM pathways. Research Design This study draws on a mixed-methods research design using both survey and interview data to investigate similar and different facets of the college and career decision-making processes for Students of Color in STEM fields. Results Findings from this study suggest that as Students of Color narrow their decisions to attend college, select a STEM major, and pursue a STEM career, the network of people who influence these decisions widens beyond parents and family members to include K-12 teachers and other institutional agents. This network, then, activates, nurtures, and/or extends the community cultural wealth for Students of Color entering STEM pathways. Conclusion/Recommendations Our findings suggest that at every decision-making point (e.g., going to college, selecting a STEM major, and pursuing a STEM career), family members (e.g., parents, siblings, and extended family) directly or indirectly shaped the STEM pathways of Students of Color. As such, we argue that families cannot be ignored in the pursuit toward diversifying the STEM workforce.
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Ommer, Rosemary E. "Curiosity, interdisciplinarity, and giving back†." ICES Journal of Marine Science 75, no. 5 (April 5, 2018): 1526–35. http://dx.doi.org/10.1093/icesjms/fsy022.
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Abstract The pursuit of interdisciplinarity in the marine sciences is at last beginning to come into its own, but the kind of interdisciplinarity that bridges the social, human, health, and natural science realms remains rare. This article traces the evolution of my own history of interdisciplinarity from its early days when I worked in two disciplines, to the present when I have worked with many others to bring together the natural sciences, social sciences, humanities, and earth/ocean sciences in large projects that illuminate the interconnectedness of all these parts of knowledge acquisition. In the process, I have broadened my intellectual vision both in scope and scale, uncovering the many ways in which, quite pragmatically, the very local and the international are more tightly interconnected than is often realized, with all the implications for fisheries governance that that implies. This, then, is both a story and, I hope, a pathway to a rewarding way for young and middle-career fisheries scholars to pursue their research.
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Bledsoe, Timothy, and Mary Herring. "Victims of Circumstances: Women in Pursuit of Political Office." American Political Science Review 84, no. 1 (March 1990): 213–23. http://dx.doi.org/10.2307/1963638.
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Women have long faced special barriers in their efforts to gain election to political office. We show that the hurdles women encounter go beyond the often-described familial responsibilities and occupational disadvantages to include perceptual and political barriers unique to women. Using a two-wave, five-year panel of people serving on city councils, we find women likely to pursue higher office only under particular conditions—conditions that seem to matter little to men. Additionally, the success of women in pursuing higher office is more closely tied to the circumstances in which they find themselves than is the success of men. We suggest that the motivational circumstances of women and men in pursuing a political career are more complex than previously assumed. It is not just that men and women differ in their career attitudes and perceptions but that these attitudes and perceptions have different meaning for the two sexes.
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McPherson, James Alan. "Pursuit of the Pneuma." Daedalus 140, no. 1 (January 2011): 183–88. http://dx.doi.org/10.1162/daed_a_00070.
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Inspired by a former colleague's written remembrance of his tenure at the University of Iowa, McPherson looks back on the University's historic receptiveness to non-white students and his own experience serving on the faculty of the Writers' Workshop. He reflects on the attitudes and mores that create a sense of community before settling on the concept of the pneuma, Greek for “the vital spirit of life itself.” He contrasts the racially polarized South, where he grew up, began his writing career, and had his daughter, with Iowa City, where he and his daughter have formed lasting relationships with McPherson's students and colleagues from a variety of ethnic and social backgrounds. A willingness to learn from cultural difference has guided McPherson as a teacher and a father, and it offers hope for the evolution of a more integrated American society.
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Valk, Reimara, Marloes L. van Engen, and Mandy van der Velde. "International Careers and Career Success of Indian Women in Science and Technology: The Importance of Career Capital and Organizational Capital." South Asian Journal of Human Resources Management 1, no. 2 (November 28, 2014): 175–205. http://dx.doi.org/10.1177/2322093714549107.
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This article presents a study on international careers and career success of Indian women in Science & Technology (S&T). We conducted interviews with 30 (upper) middle class Indian women in New Delhi and Bangalore (India) who pursued careers abroad as self-initiated expatriates (SIEs). Important elements of career capital competencies in international career pursuits and career success of Indian women SIEs in S&T were: (a) families who value higher education and careers of their female children, which motivated women to pursue international careers to elevate family class status (knowing-why); (b) the motivation to gain knowledge and skills in science and technology (knowing-how) and (c) the encouragement and support from family for women’s international career pursuits, and international networks (knowing-whom). Furthermore, findings show that patriarchy entrenched in Indian society and culture resulted in a lack of organizational capital, which impede career success of women in S&T. We advise organizations in India to implement HR policies and practices embracing the development of career capital to empower Indian women in S&T to be successful in their international careers.
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Shin, Jongho, Hyunjoo Lee, Alexander McCarthy-Donovan, Hyeyoung Hwang, Sonyoung Yim, and EunJin Seo. "Home and Motivational Factors Related to Science-Career Pursuit: Gender differences and gender similarities." International Journal of Science Education 37, no. 9 (May 14, 2015): 1478–503. http://dx.doi.org/10.1080/09500693.2015.1042941.
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Mascarenhas, Ronald. "Science Education - A New Vision and Mission." Mapana - Journal of Sciences 4, no. 1 (June 13, 2005): 15–18. http://dx.doi.org/10.12723/mjs.6.3.
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Science education in schools and colleges across the country is facing c crisis. Science is regarded as not only difficult but also alien. irrelevant and boring. This is quite evident the declining enrolment in science at the college level. Added to this with the opening up Of the econorny, there is a greater demand for business administrators and computer-literate individuals. There is also this that career opportunities in engineering and medical field are more lucrative. Consequently, pursuit of science is the last priority Of students. I would like to discuss this problem under two heads.
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Matsepe, David, and Mugwena Maluleke. "The Role of Contexts in the Construction of Academic Identity in Selected South African Universities." International Journal of Criminology and Sociology 10 (November 5, 2021): 1509–14. http://dx.doi.org/10.6000/1929-4409.2021.10.172.
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Using qualitative interviews and document analysis, that is, national and institutional policies, the study is embedded on the assumption that the purpose of the academic career is knowledge creation, dissemination, and the acquisition and promotion of high-level skills that contribute to scholarship and the support of the economy of knowledge. This implies that academics create knowledge in pursuit of the academic career to develop scholarship. Given the identity-subjectivity-agency theory, the study set out to examine the global and local contexts or dynamics that affect the academic career in constructing academic identity and how they apply to the South African higher education landscape. We argue that the legacy of apartheid affected academic careers differently as higher education institutions were divided, separated, and segregated along racial lines with different purposes. They shaped the roles of academics in different ways, with some enjoying academic freedom and autonomy while some are operating as public servants. Moreover, university academic staff should be encouraged and enabled to advance knowledge. Thus, the study recognizes the need for high-level skills and knowledge creation, which require greater attention to the nature of academic careers.
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Ing, Marsha, and Karen Nylund-Gibson. "The Importance of Early Attitudes toward Mathematics and Science." Teachers College Record: The Voice of Scholarship in Education 119, no. 5 (May 2017): 1–32. http://dx.doi.org/10.1177/016146811711900507.
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Background/Context Given the importance of increasing student participation in science, technology, engineering, and math (STEM), there is a need to understand how factors such as student's attitudes toward math and science in middle and high school are linked to their later college and career choices. Purpose/Objective The purpose of this study is to describe heterogeneity in math and science attitudes and how these attitudes change through middle and high school. This study contributes to the literature by using measures from grade levels where student attitudes might be particularly vulnerable to shifting; examining the extent to which attitudes are persistent for particular groups of students; comparing the stability of attitudes across multiple domains (mathematics and science), which are intertwined in the pursuit of STEM careers; and relating attitudes to STEM career attainment, an outcome that occurred some 20 years later. Research Design We used the Longitudinal Study of American Youth (LSAY) to examine the development of student attitudes in middle and high school and the relationship of those patterns to academic achievement and career choices. We used latent class analysis and latent transition analysis to study change over time. Findings/Results Based on latent class analyses conducted for seventh, 10th, and 12th grade independently, four attitudinal profiles were identified at each grade level that varied in their affinity toward mathematics and science: very positive, qualified positive, neutral, less positive. The stability of these four attitudinal profiles at each grade level varied over time. Using latent transition analysis, approximately 40% of students in this study did not change their attitudes from seventh through 12th grade. Of those who changed their attitudes, change occurred prior to 10th grade and changed toward more negative attitudes. This pattern of change varied depending on ethnicity and gender. Conclusions/Recommendations Findings suggest that although a proportion of students have consistently positive or consistently negative attitudes toward mathematics and science, there is a larger group of students with malleable attitudes. These findings emphasize the importance of encouraging and supporting early positive attitudes toward mathematics and science, particularly for ethnically underrepresented females because of the impact on outcomes such as achievement and STEM career attainment.
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Paek, Seungoh, Peter Leong, Philip Johnson, and Carleton Moore. "Is GPA Enough? A Platform for Promoting Computer Science Undergraduates’ Pursuit of Career Related Extracurricular Activities." International Journal of Technology in Education and Science 5, no. 1 (December 16, 2020): 1–16. http://dx.doi.org/10.46328/ijtes.146.
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Despite the perceived value of extracurricular experience, higher education relies heavily on grade point average (GPA) as a measure of undergraduates’ academic success. When used as a singular standard assessment, GPA, which is based on student progress and completion of coursework, may inadvertently steer undergraduates away from valuable out-of-class experiences that might enhance their employability after graduation. With this premise in mind, the current study proposes to supplement GPA scores in an undergraduate Computer Science program with a wholistic assessment known as an Innovation, Competency, and Experience (ICE) score. The ICE score is a point system for documenting and rewarding students’ extracurricular activities, in addition to their GPA scores. We designed and developed a web-based technology platform called RadGrad to implement ICE scores and promote student engagement and participation in extracurricular activities. Preliminary data shows that over 36% of students started to use RadGrad, even though its use was completely voluntary. More than half of those students planned and participated in various extracurricular activities, ultimately earning ICE points. Importantly, the ICE score deployed through RadGrad demonstrates the potential value of a supplemental assessment to GPA, which can promote extracurricular experiences relevant to students’ future careers beyond coursework.
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VIRDI, JAIPREET, and COREEN MCGUIRE. "Phyllis M. Tookey Kerridge and the science of audiometric standardization in Britain." British Journal for the History of Science 51, no. 1 (December 13, 2017): 123–46. http://dx.doi.org/10.1017/s0007087417000929.
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AbstractThe provision of standardized hearing aids is now considered to be a crucial part of the UK National Health Service. Yet this is only explicable through reference to the career of a woman who has, until now, been entirely forgotten. Dr Phyllis Margaret Tookey Kerridge (1901–1940) was an authoritative figure in a variety of fields: medicine, physiology, otology and the construction of scientific apparatus. The astounding breadth of her professional qualifications allowed her to combine features of these fields and, later in her career, to position herself as a specialist to shape the discipline of audiometry. Rather than framing Kerridge in the classic ‘heroic-woman’ narrative, in this article we draw out the complexities of her career by focusing on her pursuit of standardization of hearing tests. Collaboration afforded her the necessary networks to explore the intricacies of accuracy in the measurement of hearing acuity, but her influence was enhanced by her ownership of Britain's first Western Electric (pure-tone) audiometer, which she placed in a specially designed and unique ‘silence room’. The room became the centre of Kerridge's hearing aid clinic that, for the first time, allowed people to access free and impartial advice on hearing aid prescription. In becoming the guardian expert and advocate of the audiometer, Kerridge achieved an objectively quantified approach to hearing loss that eventually made the latter an object of technocratic intervention.
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Aujla, Imogen J., Lindsay Jenkins, Natasha King, and Rachel Farrer. "Psychological Wellbeing and Grit Among Freelancers in the UK Dance Industry." Medical Problems of Performing Artists 36, no. 4 (December 1, 2021): 233–37. http://dx.doi.org/10.21091/mppa.2021.4026.
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The UK dance industry is composed largely of freelance workers, yet freelancers are an under-researched population within the dance science literature. The aim of this study was to investigate psychological wellbeing and grit (a combination of passion and persistence) among freelancers working in various roles in the UK dance sector. A total of 282 freelancers completed validated questionnaires tapping psychological wellbeing and grit (the 18-item Psychological Wellbeing Scale and Short Grit Scale). Analyses revealed relatively high levels of wellbeing, with participants scoring particularly high on personal growth and purpose in life (15.73 and 14.11, respectively, out of a maximum of 18). They also had high levels of grit (3.90 ± 0.33 out of a maximum of 5). Freelancers who identified as being early career reported significantly higher levels of grit than the mid and late career groups. Significant positive correlations were found between grit and the wellbeing domains of personal growth, purpose in life, and positive relations. Overall, the results of this study support previous qualitative research suggesting that a freelance dance career may provide elements of psychological wellbeing, and that passion and persistence towards long-term goals could be essential in the pursuit of a freelance career.
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Becker, Bryan K., Alicia M. Schiller, Irving H. Zucker, Eric A. Eager, Liliana P. Bronner, and Maurice Godfrey. "A day of immersive physiology experiments increases knowledge and excitement towards physiology and scientific careers in Native American students." Advances in Physiology Education 41, no. 1 (March 1, 2017): 137–44. http://dx.doi.org/10.1152/advan.00165.2016.
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Underserved minority groups are disproportionately absent from the pursuit of careers in science, technology, engineering, and mathematics (STEM) fields. One such underserved population, Native Americans, are particularly underrepresented in STEM fields. Although recent advocacy and outreach designed toward increasing minority involvement in health care-related occupations have been mostly successful, little is known about the efficacy of outreach programs in increasing minority enthusiasm toward careers in traditional scientific professions. Furthermore, very little is known about outreach among Native American schools toward increasing involvement in STEM. We collaborated with tribal middle and high schools in South Dakota and Nebraska through a National Institutes of Health Science Education Partnership Award to hold a day-long physiology, activity-based event to increase both understanding of physiology and enthusiasm to scientific careers. We recruited volunteer biomedical scientists and trainees from the University of Nebraska Medical Center, Nebraska Wesleyan University, and University of South Dakota. To evaluate the effectiveness of the day of activities, 224 of the ~275–300 participating students completed both a pre- and postevent evaluation assessment. We observed increases in both students self-perceived knowledge of physiology and enthusiasm toward scientific career opportunities after the day of outreach activities. We conclude that activity-based learning opportunities in underserved populations are effective in increasing both knowledge of science and interest in scientific careers.
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McCorkle, Ruth. "The Florence Schorske Wald Professor of Nursing Endowed Chair." Illness, Crisis & Loss 17, no. 4 (October 2009): 331–42. http://dx.doi.org/10.2190/il.17.4.g.
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Setting the purpose and honor of an endowed chair in context, this article explains the great privilege that encompasses the author's holding of the Florence Schorske Wald Endowed Chair in Nursing. Wald served as a professional inspiration through her foundational work in end-of-life care and hospice institutions, the fruits of which can be seen in Dr. McCorkle's own pursuit of more dignified institutional care for the dying. Throughout Dr. McCorkle's career she has consistently sought to dedicate herself to Wald's vision—a vision that countless other health care clinicians pursue and from which countless patients benefit. Wald's accomplishments make it clear that her giant imprint on the world of nursing will only continue for future caregivers and undoubtedly warrants the high honor of an endowed chair in her name.
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McGee, Ebony, Yuan Fang, Yibin (Amanda) Ni, and Thema Monroe-White. "How an Antiscience President and the COVID-19 Pandemic Altered the Career Trajectories of STEM PhD Students of Color." AERA Open 7 (January 2021): 233285842110392. http://dx.doi.org/10.1177/23328584211039217.
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In this mixed-methods study, we performed content analysis on openended survey items to reveal primary themes related to how PhD students are responding to the Trump policies and the COVID-19 pandemic. In our data set, 40.7% of the respondents reported that their career plans have been affected by Trump’s antiscience policies, 54.5% by the COVID-19 pandemic. Our study revealed three themes, which were (1) awareness of the reduced funding for STEM (science, engineering, technology, and mathematics) and higher education, (2) heightened awareness of and commitment to the pursuit of social and racial justice, (3) interest in seeking job opportunities abroad. The top three themes for the COVID-19 pandemic were (1) shifting graduation timelines and adjusting research to the virtual campus life; (2) losing jobs, concerning about hiring freezes and fewer job openings; and (3) reconsidering their place in a STEM field postpandemic, including a possible complete change in career plans; thoughts of leaving the country for international jobs.
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Moss-Pech, Corey, Steven H. Lopez, and Laurie Michaels. "Educational Downgrading: Adult Education and Downward Mobility." Sociology of Education 94, no. 2 (January 11, 2021): 143–58. http://dx.doi.org/10.1177/0038040720982890.
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Scholarship on adult education throughout the life course focuses on the relationship between education and upward mobility. Scholars rarely examine how adults’ educational aspirations or trajectories are affected by downward mobility or an increasingly precarious labor market. Drawing on in-depth qualitative interviews with 21 job seekers in the post–Great Recession labor market in the United States, this article advances the concept of educational downgrading: returning to school in pursuit of a credential lower than the highest level of education one previously sought or attained. We explore three pathways to downgrading connected to downward mobility: occupational dead ends, career reversals, and educational inflation. In the process, we highlight how individuals adjust their practical educational aspirations as they navigate a contemporary economy in which careers are unstable and credentials are needed for many kinds of jobs across the occupational hierarchy.
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Smith, Craig. "Adam Ferguson and The Danger of Books." Journal of Scottish Philosophy 4, no. 2 (September 2006): 93–109. http://dx.doi.org/10.3366/jsp.2006.4.2.93.
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Throughout his career Adam Ferguson made a series of conservative political pronouncements on contemporary events.This paper treats these pronouncements as having a solid basis in his social theory and examines his place in the conceptual development of the tradition of British conservatism.It examines Ferguson's distinction between two forms of human knowledge: book learning of abstract science acquired from formal education and capacity acquired from practical experience in real affairs. Ferguson's empiricism leads to a series of sustained warnings against the danger of excessive abstraction to the pursuit of science and these concerns are extended into the social and political realm as he cautions against reliance on abstract philosophy and defends the superiority of practical politicians.
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Weertman, Julia R. "The Pursuit of the Small: From Grain-Boundary Cavities to Nanocrystalline Metals." MRS Bulletin 29, no. 9 (September 2004): 616–20. http://dx.doi.org/10.1557/mrs2004.181.
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AbstractThe following article is based on the Von Hippel Award presentation given by Julia Weertman of Northwestern University on December 3, 2003, at the Materials Research Society Fall Meeting in Boston.Weertman received the award for “her lifelong exceptional contributions to understanding the basic deformation processes and failure mechanisms in a wide class of materials, from nanocrystalline metals to high-temperature structural alloys, and for her inspiring role as an educator in materials science.” It has been said that “the best things come in small packages,” and that is certainly in Weertman's mind in this presentation.She has spent much of her career “in pursuit of the small.” In this article, she first looks back at her experiences studying grain-boundary cavities and life in the spaces between grains.She then fast-forwards to modern work on nanocrystalline mechanical behavior, confirming that such nanocrystalline materials are indeed strong, but also brittle.Some of her experiences in studying these phenomena are also described.
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Wu, Ya-Ling, and Cheng-Wu Chen. "EXAMINING THE MICROPOLITICAL LITERACY OF SCIENCE INTERN TEACHERS IN TAIWAN." Journal of Baltic Science Education 12, no. 4 (August 25, 2013): 440–51. http://dx.doi.org/10.33225/jbse/13.12.440.
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Micropolitical learning constitutes an essential part of the professional development of prospective science teachers. Drawing on interviews, this study applied categories of professional interests as a framework for investigating Taiwanese secondary science intern teachers’ experiences of the micropolitical realities in schools and the meanings that the science interns construct for micropolitical experiences. The professional interests consist of material, organizational, social-professional, cultural-ideological, and self-interests (Kelchtermans & Ballet, 2002a). This study identified the career development interests of science interns beyond the five pre-defined subcategories. To cope with their vulnerability due to the lack of positional authority and role ambiguity in the practicum sites, the pursuit of social-professional interests was the most important. Proactively fitting into the prearranged school environments was the most prevalent micropolitical strategy for the interns because of their lack of professional autonomy and their supervisors’ expectations. However, the efforts of a small number of science interns in challenging the school practices were noteworthy. Key words: micropolitical literacy, professional interests, science intern teachers, Taiwan.
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Lee, Se Woong, Sookweon Min, and Geoffrey P. Mamerow. "Pygmalion in the Classroom and the Home: Expectation's Role in the Pipeline to STEMM." Teachers College Record: The Voice of Scholarship in Education 117, no. 9 (September 2015): 1–40. http://dx.doi.org/10.1177/016146811511700907.
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Background/Context Although students frequently begin forming ideas about potential college majors or career choices prior to entering college, research on Science, Technology, Engineering, Mathematics (STEM), and (M)edicine has almost exclusively focused on students’ experiences in postsecondary institutions. To better understand the full length of the STEMM pipeline—from high school through to postsecondary levels—it is essential to identify and explore factors that influence students’ choices in STEMM while they are in secondary schools, a setting that is arguably the first critical step of the pipeline. Purpose/Objective Among factors that influence students’ choices to pursue STEMM fields, this study examines the influence of students’ self-efficacy and expectation, as well as the expectation and encouragement they received from parents and high school teachers on their decisions to major in, complete a degree in, and pursue a career in STEMM. Given this focus on expectation specifically, the study employs a conceptual framework developed through the application of prior literature on teacher and parent expectations, as well as Social Cognitive Career Theory. Research Design Using the Longitudinal Study of American Youth (LSAY) 1987 data, the study investigated students’ decision making at three distinct time points along a typical STEMM education/career path and predicted their persistence in the STEMM pipeline by utilizing logistic regression analyses. To further examine whether such sets of expectations are moderated by gender, analysis also included interaction terms for gender and teacher expectation, as well as those of gender and parent expectation. Findings/Results The results of this study indicate that expectation plays a significant role in students’ choices in STEMM and teacher expectation is shown to be especially influential. Focusing on gender differences, males’ choices in STEMM were shown to be most affected by their teachers’ educational expectations and encouragement while females’ choices were most affected by those of their parents. Conclusions/Recommendations The decision to pursue education and a career in a STEMM is not a one-time decision, but a longitudinal process that begins during secondary education and carries on through into college. The findings of this study provide meaningful information about the importance of students’ self-efficacy and expectation within the STEMM pipeline, as well as the influence teacher expectations and encouragement can have on students’ pursuit of and persistence in STEMM.
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Holmes, Mary. "Love Lives at a Distance: Distance Relationships over the Lifecourse." Sociological Research Online 11, no. 3 (September 2006): 70–80. http://dx.doi.org/10.5153/sro.1423.
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Distance relationships may be increasingly undertaken by dual-career couples at some point in their life course. Although this can make it difficult to quantitatively measure the extent of distance relating, qualitative analysis of distance relationships promises to give considerable insight into the changing nature of intimate lives across the life course. This paper indicates the kind of insights offered via analysis of exploratory research into distance relating in Britain. What begins to emerge is a picture of distance relating as offering certain possibilities in relation to the gendered organisation of emotional labour and of care in conjunction with the pursuit, especially of professional, careers. These possibilities might be more realistic, however, at certain points in the life course. Nevertheless, this new form of periods of separation between partners, tell us a considerable amount about how people approach the challenges of maintaining a satisfying and egalitarian intimate life, involving caring relationships with others, within contemporary social conditions.
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Kennedy-Pipe, Caroline. "Nicholas Rengger and two wars." International Relations 34, no. 4 (October 30, 2020): 621–26. http://dx.doi.org/10.1177/0047117820968620.
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Nicholas Rengger spent much of his career thinking and writing on the phenomenon of war. Eschewing any optimistic view that war could be abolished he also challenged the application of Just War theory to explain and justify the use of military force after the events of 9/11. His intellectual interactions with Jean Bethke Elshtain highlighted his growing unease with those in International Relations who sought to render palatable the use of torture, extraordinary rendition and technological ‘fixes’ in the pursuit of Western interests.
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Weintraub, E. Roy, and Philip Mirowski. "The Pure and the Applied: Bourbakism Comes to Mathematical Economics." Science in Context 7, no. 2 (1994): 245–72. http://dx.doi.org/10.1017/s026988970000168x.
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The ArgumentIn the minds of many, the Bourbakist trend in mathematics was characterized by pursuit of rigor to the detriment of concern for applications or didactic concessions to the nonmathematician, which would seem to render the concept of a Bourbakist incursion into a field of applied mathematices an oxymoron. We argue that such a conjuncture did in fact happen in postwar mathematical economics, and describe the career of Gérard Debreu to illustrate how it happened. Using the work of Leo Corry on the fate of the Bourbakist program in mathematics, we demonstrate that many of the same problems of the search for a formal structure with which to ground mathematical practice also happened in the case of Debreu. We view this case study as an alternative exemplar to conventional discussions concerning the “unreasonable effectiveness” of mathematics in science.
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Wang, Danqing, and Xiaowei Rose Luo. "Retire in Peace: Officials’ Political Incentives and Corporate Diversification in China." Administrative Science Quarterly 64, no. 4 (June 27, 2018): 773–809. http://dx.doi.org/10.1177/0001839218786263.
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We develop a theory of how state officials’ political incentives can affect corporate behavior. In the pursuit of multiple goals, such as social stability and economic development, the state designs criteria to evaluate its officials’ performance. Those officials may be motivated to prioritize different goals at different stages of their careers and to mobilize firms to help them achieve those goals. We test our theory in the context of Chinese publicly listed firms’ diversification between 2001 and 2011, when the state faced economic and social ramifications of bankrupt state-owned enterprises (SOEs) laying off large numbers of workers. Our results show that when large layoffs occurred, some firms diversified into industries unrelated to their core business by acquiring bankrupt SOEs and reemploying their workers. This was more likely to occur when the governor of the firm’s home province was closer to retirement, as social stability was more important than economic development for the retiring governor’s career objective. The effect of career stage was weaker for Communist Party leaders, who more consistently prioritized social stability, and when a provincial state experienced intense collective actions that made social stability a stronger immediate focus. The effect was strengthened for firms more vulnerable to officials’ influence, such as those with a strong socialist imprint and those dependent on government resources. Our study extends the Weberian state literature and the political economy research on incentives, and it offers a political explanation for corporate diversification in a major transitional economy.
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Müller, Martin. "Market meets nationalism: making entrepreneurial state subjects in post-Soviet Russia." Nationalities Papers 39, no. 3 (May 2011): 393–408. http://dx.doi.org/10.1080/00905992.2011.565320.
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This paper argues that nationalism and neoliberalism should not be considered as conflicting ideologies, but can enter into a productive association. This association creates an entrepreneurial nationalism that people can actively embrace as self-governing subjects in pursuit of a good life and successful career, rather than as subjects governed through state-mandated projects from above. The paper illustrates this argument with material from nine months of fieldwork at a Russian elite university. While students at that university strive to develop their potential and increase their market value to be successful in the competition for the best jobs, they also emphasize that developing themselves is not antithetical to serving Russia and being true to one's country. On the contrary, advancing Russia and advancing one's own career are articulated as two sides of the same coin. At the same time, the Russian nationalist project is reframed in entrepreneurial terms: making the Russian nation strong is about developing its potential and raising its competitiveness in the global marketplace.
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Grace, Kelly, and Sothy Eng. "A capabilities approach to female graduates’ post-secondary academic and career-related goal pursuit in Siem Reap Cambodia." Educational Research for Policy and Practice 19, no. 3 (January 22, 2020): 281–99. http://dx.doi.org/10.1007/s10671-020-09259-5.
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De Clercy, Cristine. "Rural Women's Leadership in Atlantic Canada: Firsthand Perspectives on Local Public Life and Participation in Electoral Politics." Canadian Journal of Political Science 41, no. 1 (March 2008): 226–27. http://dx.doi.org/10.1017/s0008423908080232.
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Rural Women's Leadership in Atlantic Canada: Firsthand Perspectives on Local Public Life and Participation in Electoral Politics, Louise Carbert, Toronto: University of Toronto Press, 2006, pp. 177, index.In her latest work, Louise Carbert peers beneath the surface of formal electoral processes to explore how rural, female community leaders in Atlantic Canada view politics. She focuses on this group to explain a curious pattern: rural women are much less likely to secure public office than women located in urban areas, and this holds true at all three levels of government. Through interviewing women representing the typical recruitment pool from which political parties draw candidates, the author aims to identify the presence of barriers to female electoral participation specifically salient to rural women. This is no easy task in part because such an objective necessitates sifting through the inconsequential details of grassroots politics to locate and interpret underlying patterns of power. Carbert's approach is innovative and provocative, and many scholars will appreciate this work's inductive method and rich anecdotal basis. At the same time, readers scouting for clear answers may be left frustrated by the work's complex set of conclusions concerning exactly why few rural women successfully navigate the “slushy intersections” of politics, family life and the economic environment in pursuit of a political career.
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Southwood, David. "Harry Elliot CBE. 28 June 1920 — 5 July 2009." Biographical Memoirs of Fellows of the Royal Society 57 (January 2011): 97–127. http://dx.doi.org/10.1098/rsbm.2010.0008.
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Harry Elliot, a pioneer of British space science and known worldwide for his work on cosmic rays, passed away in July 2009. Coming from a farming family in the Anglo-Scottish borders, he entered Manchester University at the outbreak of war. After service in the Coastal Command of the Royal Air Force, he returned to Manchester to work with Patrick Blackett on the origin of primary cosmic rays, a scientific pursuit he followed for the rest of his career. In 1954 he moved with Blackett to Imperial College. After playing an important part in the International Geophysical Year, the dawn of the space age gave him the opportunity to be the originator of one of the major British space research groups. Subsequently, through his long-standing service at high level in the UK Science Research Council, the European Space Research Organisation and the European Space Agency, he played an important part in steering the development of British astronomical facilities as well as the evolution of European space science.
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Middleton, Lesley, Ausaga Faasalele Tanuvasa, Megan Pledger, Nicola Grace, Kirsten Smiler, Tua Taueetia Loto-Su'a, and Jacqueline Cumming. "Widening participation of Māori and Pasifika students in health careers: evaluation of two health science academies." Australian Health Review 43, no. 3 (2019): 352. http://dx.doi.org/10.1071/ah17170.
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Objective The aim of the present study was to evaluate the short-term outcomes of two health science academies established by a district health board in South Auckland, New Zealand, to create a health workforce pipeline for local Māori and Pasifika students. Methods A mixed-methods approach was used, involving background discussions with key informants to generate an initial logic model of how the academies work, followed by secondary analysis of students’ records relating to retention and academic achievement, a survey of senior academy students’ interest in particular health careers and face-to-face interviews and focus groups with students, families and teachers. Results Academy students are collectively achieving better academic results than their contemporaries, although selection decisions are likely to contribute to these results. Academies are retaining students, with over 70% of students transitioning from Year 11 to Years 12 and 13. Senior students are expressing long-term ambitions to work in the health sector. Conclusions Health science academies show promise as an innovative approach to supporting Māori and Pasifika students prepare for a career in the health professions. Evaluating the long-term outcomes of the academies is required to determine their contribution to addressing inequities in the local health workforce. What is known about the topic? Despite progress in health workforce participation for underrepresented indigenous and ethnic minority groups in New Zealand, significant disparities persist. Within this context, a workforce development pipeline that targets preparation of secondary school students is recommended to address identified barriers in the pursuit of health careers. What does this paper add? We provide an evaluation of an innovative district health board initiative supporting high school students that is designed to ensure their future workforce is responsive to the needs of the local community. What are the implications for practitioners? The findings have implications for decision makers in health workforce planning regarding the benefits of investing at an early stage of the workforce development pipeline in order to build an equitable and diverse health professions workforce.
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Eskilson, Stephen. "Thomas Wilfred and Intermedia: Seeking a Framework for Lumia." Leonardo 36, no. 1 (February 2003): 65–68. http://dx.doi.org/10.1162/002409403321152347.
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The most successful early-20th-century artist of colored light in the United States was undoubtedly Thomas Wilfred (1889–1968). In the 1920s, his “Lumia” compositions were praised by art critics and performed throughout the U.S. After initially embracing a musical analogy to explain Lumia, in the early 1930s he shifted to an analogy based on painting. In pursuit of this new context, Wilfred sought to legitimize Lumia through a relationship with the Museum of Modern Art in New York. His career is emblematic of the difficulties inherent in the creation of art using technology early in the 20th century, years before the postmodern embrace of pluralism.
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Vertinsky, Patricia. "Searching for Balance: A Historian’s View of the Fractured World of Kinesiology." Kinesiology Review 10, no. 2 (May 1, 2021): 126–32. http://dx.doi.org/10.1123/kr.2020-0061.
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In this essay, I drew upon the perspectives of Walter Benjamin’s “angel of history” in reflecting upon the history of kinesiology and the influences that led to my own academic career in kinesiology. I have outlined how my disciplinary training as a physical educator and educational historian provided the resources to propel my continuing inquiry into the inter- and cross-disciplinary (and intrinsically entangled) nature of kinesiology. Gender, nationality, training, location, and timing all had their influences on my education and job opportunities and upon building toward a career in a research university where physical education and kinesiology, by design and accident, increasingly separated from one another. From the perspective of a sport historian, I suggest that the language and pursuit of balance might be applied productively to thinking about the future of kinesiology. Sport historians can help in this mission by training a critical lens upon the ongoing traffic between nature and culture and the deep sociocultural situatedness of the science and technology practices used in kinesiology teaching and research in the 21st century. In essence, they can illuminate the historical context of the tools that now frame kinesiology’s questions and the political context in which their answers emerge.
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Babalola, Olubukola Oluranti, Yvonne du Plessis, and Sunday Samson Babalola. "Insight into the Organizational Culture and Challenges Faced by Women STEM Leaders in Africa." Social Sciences 10, no. 3 (March 19, 2021): 105. http://dx.doi.org/10.3390/socsci10030105.
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Compared to their men counterparts, women do not rapidly climb up the leadership ladder due to a glass ceiling obstacle. This study aims to explore the inhibiting factors demotivating Africa women’s leadership pursuit in Science, Technology, Engineering, and Mathematics (STEM). A qualitative approach was adopted using online open-ended questions to seek narratives from African women leaders on their roles and experiences of a STEM career. Data were collected using a non-probability, purposive sample of African women leaders in STEM in African research institutes and universities. Forty-two women in leadership positions in 12 African countries participated in the study, which was content analyzed, seeking patterns and themes to explore the narratives. A common thread exists in the tone and life experiences of the African women leaders in STEM. Scholarship, supportive organizational structure, commitment, hard work, and tenacity were all experienced as enablers of the career path process and their attained positions. The education level contributed to a strong leadership position. Women experience less acceptance than males in STEM leadership as the organizational culture still devalues women in leadership positions in several African countries. The study’s contribution, limitations, recommendations, and managerial implications are discussed, with suggestions for further research are made.
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Tanjung, Yushar, Pulung Sumantri, and Adam Zaki Gultom. "Abdullah Eteng: His Struggles and Achievements for Indonesia and North Sumatra." JUSPI (Jurnal Sejarah Peradaban Islam) 5, no. 1 (February 19, 2022): 21. http://dx.doi.org/10.30829/juspi.v5i1.10023.
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<p><em>This article discusses Abdullah Eteng, a local fighter from North Sumatra who was instrumental in securing the Republic of Indonesia's independence. This research employs a historical method. Because this study is centered on Abdullah Eteng, this article takes on the form of a biography. Abdullah Eteng is a fighter who demonstrates consistency in the pursuit of his ideals. The struggle spanned multiple eras, including Dutch colonialism, Japan, the Physical Revolution, the Old and New Orders. From the ground up, he forged himself to the pinnacle of his career. Throughout his life, he was involved in organizations and the news media and possessed a strong sense of responsibility. As a bureaucrat, he is accountable to political parties and members of parliament.</em></p>
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Diekman, Amanda B., Mia Steinberg, Elizabeth R. Brown, Aimee L. Belanger, and Emily K. Clark. "A Goal Congruity Model of Role Entry, Engagement, and Exit: Understanding Communal Goal Processes in STEM Gender Gaps." Personality and Social Psychology Review 21, no. 2 (April 6, 2016): 142–75. http://dx.doi.org/10.1177/1088868316642141.
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The goal congruity perspective provides a theoretical framework to understand how motivational processes influence and are influenced by social roles. In particular, we invoke this framework to understand communal goal processes as proximal motivators of decisions to engage in science, technology, engineering, and mathematics (STEM). STEM fields are not perceived as affording communal opportunities to work with or help others, and understanding these perceived goal affordances can inform knowledge about differences between (a) STEM and other career pathways and (b) women’s and men’s choices. We review the patterning of gender disparities in STEM that leads to a focus on communal goal congruity (Part I), provide evidence for the foundational logic of the perspective (Part II), and explore the implications for research and policy (Part III). Understanding and transmitting the opportunities for communal goal pursuit within STEM can reap widespread benefits for broadening and deepening participation.
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Fletcher, Edward C., and James L. Moore. "Lived Experiences of Low-Income, African American Males in a High School STEAM Academy: Implications for School Counselors." Professional School Counseling 25, no. 1_part_4 (January 1, 2021): 2156759X2110400. http://dx.doi.org/10.1177/2156759x211040030.
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Using a qualitative case study approach, this investigation focused specifically on the school and home experiences of low-income, African American males who had attended a career academy focused on science, technology, engineering, arts, and math. With semistructured interviews of individuals and focus groups, we investigated the school and home experiences of African American male former high school students and how these experiences influenced their overall educational pursuit. This study concentrated on the specific research question: What are the unique identities, school experiences, and life challenges of low-income, African American males? Data analysis revealed three salient themes: (a) missing critical school and home supports, (b) searching for significant relationships and role models, and (c) desiring to earn money to provide for their families. Based on these qualitative themes, we offer specific strategies that school personnel, such as school counselors, can use to increase school engagement and success among low-income, African American males.
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Diawara, Norou, Sarah Ferguson, Melva Grant, and Kumer Das. "Novel Statistical Analysis in the Context of a Comprehensive Needs Assessment for Secondary STEM Recruitment." Computation 9, no. 10 (September 28, 2021): 105. http://dx.doi.org/10.3390/computation9100105.
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There is a myriad of career opportunities stemming from science, technology, engineering, and mathematics (STEM) disciplines. In addition to careers in corporate settings, teaching is a viable career option for individuals pursuing degrees in STEM disciplines. With national shortages of secondary STEM teachers, efforts to recruit, train, and retain quality STEM teachers is greatly important. Prior to exploring ways to attract potential STEM teacher candidates to pursue teacher training programs, it is important to understand the perceived value that potential recruits place on STEM careers, disciplines, and the teaching profession. The purpose of this study was to explore students’ perceptions of the usefulness of STEM disciplines and their value in supporting students’ careers. A novel statistical method was utilized, combining exploratory-factor analysis, the analysis of variance, generalized estimating equation evaluations under the framework of a generalized linear model, and quantile regression. Using the outputs from each statistical measure, students’ valuation of each STEM discipline and their interest in pursuing teaching as a career option were assessed. Our results indicate a high correlation of liking and perceived usability of the STE disciplines relative to careers. Conversely, our results also display a low correlation of the liking and perceived usability of mathematics relative to future careers. The significance of these diametrically related results suggests the need for promotion of the interrelatedness of mathematics and STE.
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Jian, Miaoju. "The Survival Struggle and Resistant Politics of a DIY Music Career in East Asia: Case Studies of China and Taiwan." Cultural Sociology 12, no. 2 (March 5, 2018): 224–40. http://dx.doi.org/10.1177/1749975518756535.
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Indie music in East Asia has experienced tremendous growth in popularity since the mid-2000s, especially in China and Taiwan. This trend has encouraged a number of indie bands to pursue more radical and alternative ‘do-it-yourself’ (DIY) careers within their local underground music scenes. Taking two bands from Beijing and Taipei as case studies, this article argues that their DIY music careers help them both to survive through their aesthetic freedom and to confront the paradoxical government involvement in the local music market. P.K. 14, a band from China, practice a pragmatic DIY music career with an oblique resistance to political authorities. Touming Magazine, a band from Taiwan, pursue a DIY career through punk ethics to fight against an overwhelming neoliberal discourse and a promotional state policy of developing a cultural and creative industry. While DIY career practitioners have opened up alternative possibilities to preserve the autonomy of making music, such a career path is still challenged by an unsustainable market, a shortage of financing, and the continued dominance of major music companies’ own platforms. The situations these musicians face illustrate a more ambivalent type of politics, beyond mere emancipation, in their pursuit of a DIY career.
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Trimble, Allyson, Amie Imler, Chad Carr, and Jason M. Scheffler. "488 Career Awareness of Incoming University of Florida Animal Science Majors." Journal of Animal Science 99, Supplement_3 (October 8, 2021): 215. http://dx.doi.org/10.1093/jas/skab235.391.
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Abstract A disproportionate number of Animal Science (ANS) students start their program with the intent of pursuing veterinary school. While some succeed, most change career paths either by personal choice or not gaining admission into veterinary school. Ideally, the sooner a student identifies alternative career path(s), the more opportunities they have to prepare for those careers by pursuing additional classes and extracurriculars. The University of Florida (UF) is unique compared to peer institutions with a 30% freshman acceptance rate, an overwhelming 41% of UF ANS students arrive as transfers. This compresses the time to matriculate through the ANS curriculum and increases the urgency to redirect students into the numerous ANS career paths. The objective of this study is to better understand ANS student’s perceptions of careers. We conducted a career awareness survey at the start and end of the ANS3006 Introduction to Animal Science course over the past two years. Students (n=352) were asked demographic information, and completed an online instrument evaluating their awareness of career options available to them. Over 49% could not list more than two careers. Veterinarian was the most common and appeared on 76% of responses. Students are exposed to careers throughout each lecture module and related career-focused assignments. In the post test evaluation, 57% listed more than two careers, with the average increasing from 2.8 to 3.6 careers per student. Additionally, 18.8% of students indicated their career goals had changed over the course of the semester, with more than 2/3 or those being students who changed from a veterinary path. In conclusion, ANS students arriving at UF have a limited outlook on career options. While introduction to ANS has some success in expanding those options, more efforts need to be made in the current curriculum and through secondary education to increase awareness of ANS careers.
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Chipman, Susan F., David H. Krantz, and Rae Silver. "Mathematics Anxiety and Science Careers among Able College Women." Psychological Science 3, no. 5 (September 1992): 292–96. http://dx.doi.org/10.1111/j.1467-9280.1992.tb00675.x.
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Does mathematics anxiety deflect able students from pursuing scientific careers? We obtained the Scholastic Aptitude Test (SAT) scores of 1,366 students entering Barnard College and also questioned them about their career interests and their feelings about mathematics learning At every level of mathematical skill, math anxiety correlated negatively with interest in scientific careers Contrariwise, quantitative SAT score was unrelated to career interests, within relatively homogeneous categories of math anxiety or confidence Students were also asked directly whether the desire to avoid math affected their career choices The responses suggested a mediating role for math anxiety or confidence in career choice
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Jiang, Hong. "Tea as Nature, Tea as Power in Early Modern China: Tea and the Literati in the Ming Dynasty." Asian Culture and History 15, no. 1 (January 15, 2023): 1. http://dx.doi.org/10.5539/ach.v15n1p1.
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This paper explores the cultural meaning of tea drinking for the literati in the later part of the Ming dynasty (around 1500-1644), using the pair ideas of tea as representing a lifestyle close to nature, and tea as a powerful representation of tasteful life in the society. The dual meanings of tea reinforce each other for the Ming literati, giving them the means and outlets to bolster their self-expression and to distinguish their identity in the social-cultural context of limited career opportunities. I examine the role of tea in tea books, tea-themed paintings, and Ming literati’s engagement in tea clubs and other related activities. This paper contributes to dialogues at the intersections of nature, culture, and history by treating tea as a nature-culture object, highlighting that the pursuit of nature is itself a form of cultural power.
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Prunuske, Amy J., Janelle Wilson, Melissa Walls, and Benjamin Clarke. "Experiences of Mentors Training Underrepresented Undergraduates in the Research Laboratory." CBE—Life Sciences Education 12, no. 3 (September 2013): 403–9. http://dx.doi.org/10.1187/cbe.13-02-0043.
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Successfully recruiting students from underrepresented groups to pursue biomedical science research careers continues to be a challenge. Early exposure to scientific research is often cited as a powerful means to attract research scholars with the research mentor being critical in facilitating the development of an individual's science identity and career; however, most mentors in the biological sciences have had little formal training in working with research mentees. To better understand mentors’ experiences working with undergraduates in the laboratory, we conducted semistructured interviews with 15 research mentors at a public university in the Midwest. The interviewed mentors were part of a program designed to increase the number of American Indians pursuing biomedical/biobehavioral research careers and represented a broad array of perspectives, including equal representation of male and female mentors, mentors from underrepresented groups, mentors at different levels of their careers, and mentors from undergraduate and professional school departments. The mentors identified benefits and challenges in being an effective mentor. We also explored what the term underrepresented means to the mentors and discovered that most of the mentors had an incomplete understanding about how differences in culture could contribute to underrepresented students’ experience in the laboratory. Our interviews identify issues relevant to designing programs and courses focused on undergraduate student research.
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Scarre, Geoffrey. "Epicurus as a Forerunner of Utilitarianism." Utilitas 6, no. 2 (November 1994): 219–31. http://dx.doi.org/10.1017/s0953820800001606.
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How original was the utilitarianism of Jeremy Bentham? In John Stuart Mill's opinion, not very original at all. Bentham maintained that pleasure and pain should provide our chief criteria of the moral quality of actions, because they are important above all other things in making our lives go well or ill. But two thousand years before Bentham defended the doctrine of utility that ‘all things are good or evil, by virtue solely of the pain or pleasure which they produce”, a gentle and cultivated man had taught in a garden at Athens that the pursuit of pleasure and the avoidance of pain were the most fitting objectives in the life of the wise man. The name of this sage, who endeavoured to provide in his own career an exemplar of his doctrine, was Epicurus of Samos. On Mill's reading of history, utilitarianism and Epicureanism were in essential respects the same.
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Williams, Shwanda. "Understanding the Influences that Contribute to African American Males Pursuing STEM Majors at Post-Secondary Institutions: A Review of Literature." Journal of Interdisciplinary Teacher Leadership 1, no. 2 (December 1, 2017): 41–44. http://dx.doi.org/10.46767/kfp.2016-0013.
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Science, technology, engineering, and mathematics (STEM) is a growing discipline. STEM jobs are projected to grow exponentially within the next decade and future graduates are needed to fill those positions. Although STEM careers are in high demand, African American males are pursuing STEM majors, however, they have been found to pursue STEM majors at a much lower rate than their White and Asian/Pacific Islander peers. This literature review seeks to present research evidence that examines and explores the reasons why African American males pursue science, technology, engineering, and mathematics (STEM) majors at the post-secondary level. This review presents three dominant reasons why this demographic is persisting with the STEM discipline as well as recommendations to practitioners and researchers that may serve African American males by helping them in their pursuits.
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Middleton, Lesley, Ausaga Faasalele Tanuvasa, Megan Pledger, Nicola Grace, Kirsten Smiler, Tua Taueetia Loto-Su’a, and Jacqueline Cumming. "Corrigendum to: Widening participation of Māori and Pasifika students in health careers: evaluation of two health science academies." Australian Health Review 43, no. 3 (2019): 360. http://dx.doi.org/10.1071/ah17170_co.
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Objective The aim of the present study was to evaluate the short-term outcomes of two health science academies established by a district health board in South Auckland, New Zealand, to create a health workforce pipeline for local Māori and Pasifika students.Methods A mixed-methods approach was used, involving background discussions with key informants to generate an initial logic model of how the academies work, followed by secondary analysis of students’ records relating to retention and academic achievement, a survey of senior academy students’ interest in particular health careers and face-to-face interviews and focus groups with students, families and teachers.Results Academy students are collectively achieving better academic results than their contemporaries, although selection decisions are likely to contribute to these results. Academies are retaining students, with over 70% of students transitioning from Year 11 to Years 12 and 13. Senior students are expressing long-term ambitions to work in the health sector.Conclusions Health science academies show promise as an innovative approach to supporting Māori and Pasifika students prepare for a career in the health professions. Evaluating the long-term outcomes of the academies is required to determine their contribution to addressing inequities in the local health workforce.What is known about the topic? Despite progress in health workforce participation for underrepresented indigenous and ethnic minority groups in New Zealand, significant disparities persist. Within this context, a workforce development pipeline that targets preparation of secondary school students is recommended to address identified barriers in the pursuit of health careers.What does this paper add? We provide an evaluation of an innovative district health board initiative supporting high school students that is designed to ensure their future workforce is responsive to the needs of the local community.What are the implications for practitioners? The findings have implications for decision makers in health workforce planning regarding the benefits of investing at an early stage of the workforce development pipeline in order to build an equitable and diverse health professions workforce.
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Byars-Winston, Angela, Belinda Gutierrez, Sharon Topp, and Molly Carnes. "Integrating Theory and Practice to Increase Scientific Workforce Diversity: A Framework for Career Development in Graduate Research Training." CBE—Life Sciences Education 10, no. 4 (December 2011): 357–67. http://dx.doi.org/10.1187/cbe.10-12-0145.
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Few, if any, educational interventions intended to increase underrepresented minority (URM) graduate students in biological and behavioral sciences are informed by theory and research on career persistence. Training and Education to Advance Minority Scholars in Science (TEAM-Science) is a program funded by the National Institute of General Medical Sciences at the University of Wisconsin–Madison with the twin goals of increasing the number of URM students entering and completing a PhD in BBS and increasing the number of these students who pursue academic careers. A framework for career development in graduate research training is proposed using social cognitive career theory. Based on this framework, TEAM-Science has five core components: 1) mentor training for the research advisor, 2) eight consensus-derived fundamental competencies required for a successful academic career, 3) career coaching by a senior faculty member, 4) an individualized career development plan that aligns students’ activities with the eight fundamental competencies, and 5) a strengths, weaknesses, opportunities, and threats personal career analysis. This paper describes the theoretical framework used to guide development of these components, the research and evaluation plan, and early experience implementing the program. We discuss the potential of this framework to increase desired career outcomes for URM graduate trainees in mentored research programs and, thereby, strengthen the effectiveness of such interventions on participants’ career behaviors.