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1. Testosterone moderates the effects of social support on cardiovascular disease risk factors among older US men

   https://doi.org/10.1002/ajhb.23248  

   Gettler, Lee T. ; Sarma, Mallika S. ; Gengo, Rieti G. ; Oka, Rahul C. ; McKenna, James J. ( May 2019 , American Journal of Human Biology)

   Social support positively affects health through pathways such as shaping intrapersonal emotional and psychological well‐being. Lower testosterone often interrelates with psychological and behavioral orientations that are beneficial to participation in emotionally supportive relationships. Yet, little research has considered the ways in which testosterone may contribute to health outcomes related to emotional support.

   We draw on testosterone, social support data, and cardiovascular disease (CVD)‐relevant indicators (inflammatory markers; blood pressure [BP]) from older men (n = 366) enrolled in the National Health and Nutrition Examination Survey, a US nationally representative study. We test whether men's testosterone moderates associations between emotional social support and markers related to CVD risk.

   For men with relatively lower testosterone, higher levels of social support predicted lower white blood cell (WBC) counts, consistent with reduced inflammation. In contrast, men with higher testosterone exhibited elevated WBC counts with greater support. In a diverging pattern, men with lower testosterone had higher systolic and diastolic BP with higher support, whereas the slopes for systolic and diastolic BP, respectively, were comparatively flatter for men with higher levels of testosterone.

   We suggest that our findings are theoretically consistent with the idea that testosterone helps shape intrapersonal and interpersonal experiences and perceptions of men's emotional support networks, thereby affecting the health implications of that support. The somewhat divergent results for WBC count vs BP highlight the need for inclusion of other neuroendocrine markers alongside testosterone as well as refined measures of perceived and received support.

    

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2. "I'm looking at you, you're a perfectly good person …”: Describing non-apparent disability in engineering

   https://doi.org/https://strategy.asee.org/36059  

   Zongrone, C. ; McCall, C. ; Paretti, M. C. ; Shew, A. ; Simmons, D. R. ; McNair, L. D. ( January 2021 , Collaborative Network for Engineerign and Computing Diversity)

   null (Ed.)

   In recent years, studies in engineering education have begun to intentionally integrate disability into discussions of diversity, inclusion, and equity. To broaden and advocate for the participation of this group in engineering, researchers have identified a variety of factors that have kept people with disabilities at the margins of the field. Such factors include the underrepresentation of disabled individuals within research and industry; systemic and personal barriers, and sociocultural expectations within and beyond engineering education-related contexts. These findings provide a foundational understanding of the external and environmental influences that can shape how students with disabilities experience higher education, develop a sense of belonging, and ultimately form professional identities as engineers. Prior work examining the intersections of disability identity and professional identity is limited, with little to no studies examining the ways in which students conceptualize, define, and interpret disability as a category of identity during their undergraduate engineering experience. This lack of research poses problems for recruitment, retention, and inclusion, particularly as existing studies have shown that the ways in which students perceive and define themselves in relation to their college major is crucial for the development of a professional engineering identity. Further, due to variation in defining ‘disability’ across national agencies (e.g., the National Institutes of Health, and the Department of Justice) and disability communities (with different models of disability), the term “disability” is broad and often misunderstood, frequently referring to a group of individuals with a wide range of conditions and experiences. Therefore, the purpose of this study is to gain deeper insights into the ways students define disability and disability identity within their own contexts as they develop professional identities. Specifically, we ask the following research question: How do students describe and conceptualize non-apparent disabilities? To answer this research question, we draw from emergent findings from an on-going grounded theory exploration of professional identity formation of undergraduate civil engineering students with disabilities. In this paper, we focus our discussion on the grounded theory analyses of 4 semi-structured interviews with participants who have disclosed a non-apparent disability. Study participants consist of students currently enrolled in undergraduate civil engineering programs, students who were initially enrolled in undergraduate civil engineering programs and transferred to another major, and students who have recently graduated from a civil engineering program within the past year. Sensitizing concepts emerged as findings from the initial grounded theory analysis to guide and initiate our inquiry: 1) the medical model of disability, 2) the social model of disability, and 3) personal experience. First, medical models of disability position physical, cognitive, and developmental difference as a “sickness” or “condition” that must be “treated”. From this perspective, disability is perceived as an impairment that must be accommodated so that individuals can obtain a dominantly-accepted sense of normality. An example of medical models within the education context include accommodations procedures in which students must obtain an official diagnosis in order to access tools necessary for academic success. Second, social models of disability position disability as a dynamic and fluid identity that consists of a variety of physical, cognitive, or developmental differences. Dissenting from assumptions of normality and the focus on individual bodily conditions (hallmarks of the medical model), the social model focuses on the political and social structures that inherently create or construct disability. An example of a social model within the education context includes the universal design of materials and tools that are accessible to all students within a given course. In these instances, students are not required to request accommodations and may, consequently, bypass medical diagnoses. Lastly, participants referred to their own life experiences as a way to define, describe, and consider disability. Fernando considers his stutter to be a disability because he is often interrupted, spoken over, or silenced when engaging with others. In turn, he is perceived as unintelligent and unfit to be a civil engineer by his peers. In contrast, David, who identifies as autistic, does not consider himself to be disabled. These experiences highlight the complex intersections of medical and social models of disability and their contextual influences as participants navigate their lives. While these sensitizing concepts are not meant to scope the research, they provide a useful lens for initiating research and provides markers on which a deeper, emergent analysis is expanded. Findings from this work will be used to further explore the professional identity formation of undergraduate civil engineering students with disabilities. These findings will provide engineering education researchers and practitioners with insights regarding the ways individuals with disabilities interpret their in- and out-of-classroom experiences and navigate their disability identities. For higher education, broadly, this work aims to reinforce the complex and diverse nature of disability experience and identity, particularly as it relates to accommodations and accessibility within the classroom, and expand the inclusiveness of our programs and institutions. 

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3. Tangibility of representations in engineering courses and the workplace

   https://doi.org/10.1002/jee.20439  

   Barner, Matthew S. ; Adam Brown, Shane ; Bornasal, Floraliza ; Linton, David ( November 2021 , Journal of Engineering Education)

   Situated cognition theory suggests that representations of concepts are products of the environment wherein we learn and apply concepts. This research builds on situated cognition by investigating how concepts are tangible to a professional engineering environment.

   The tangibility of concepts in relation to social and material contexts was defined and explored in this study. Specifically, the conceptual representations of structural loads were examined within workplace and academic environments.

   A researcher conducted ethnographic fieldwork at a private engineering firm and in undergraduate engineering courses. Data sources from this fieldwork included the ethnographer's participant‐observation field notes, formal and informal interviews, and artifact documentation.

   Findings from this study described how academic representations of structural loads are more or less tangible to the social and material contexts of engineering practice. Representations documented in the workplace were found to be tangible to (1) real‐world conditions, (2) project/stakeholder constraints, and (3) engineering tools. Conversely, representations documented in the courses studied exhibited various degrees of tangibility to none, some, or all of these three traits.

   These findings explicitly identify the ways in which representations of structural loads differ across academic and workplace environments and how these differences may contribute to the education–practice gap. Specific suggestions for making academic representations more tangible to workplace environments are provided based on findings from in the workplace, previous engineering education literature, and best practices observed in the courses studied. Future research considerations and the value of ethnographic methodology to situated cognition theory are also discussed.

    

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4. Hostile climates are barriers to diversifying the geosciences

   https://doi.org/10.5194/adgeo-53-117-2020  

   Marin-Spiotta, E. ; Barnes, RT ; Berhe, AA ; Hastings, MG ; Mattheis, A ; Schneider, B ; Williams, B. ( June 2020 , Advances in geosciences)

   The geosciences are one of the least diverse disciplines in the United States, despite the field's relevance to livelihoods and local and global economies. Bias, discrimination, and harassment present serious hurdles to diversifying the field. These behaviors persist due to historical structures of exclusion, severe power imbalances, unique challenges associated with geoscientist stereotypes, and a culture of impunity that tolerates exclusionary behaviors and marginalization of scholars from underserved groups. We summarize recent research on exclusionary behaviors that create hostile climates and contribute to persistent low retention of diverse groups in the geosciences and other science, technology, engineering, and mathematics (STEM) fields. We then discuss recent initiatives in the US by geoscience professional societies and organizations, including the National Science Foundation-supported ADVANCEGeo Partnership, to improve diversity, equity, and inclusion by improving workplace climate. Social networks and professional organizations can transform scientific culture through providing opportunities for mentorship and community building and counteracting professional isolation that can result from experiencing hostile behaviors, codifying ethical practice, and advocating for policy change. We conclude with a call for a reexamination of current institutional structures, processes, and practices for a transformational and equitable scientific enterprise. To be truly successful, cultural and behavioral changes need to be accompanied by reeducation about the historical political structures of academic institutions to start conversations about the real change that has to happen for a transformational and equitable scientific enterprise. 

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5. School counseling practices related to postsecondary STEM participation

   https://doi.org/10.1002/cdq.12338  

   Gearns, Richard ; Kelly, Angela M. ; Bugallo, Mónica F. ( December 2023 , The Career Development Quarterly)

   This qualitative exploratory cross‐case analysis analyzed the beliefs and practices of high school counselors related to science, technology, engineering, and mathematics (STEM) academic advisement, postsecondary planning, and career participation. Interviews were conducted with high school counselors (N = 13) who were purposively sampled to represent a diversity of schools in terms of demographic variables. Findings indicated that high school counselors perceived that (a) sociocultural factors influenced student preparation for STEM, career planning, and decision making; (b) students’ STEM‐related career goals and academic behaviors were sometimes misaligned, and academic advisement often mediated this tension; and (c) their professional STEM knowledge, beliefs, and practices were influenced by professional preparation, workplace characteristics, and their academic experiences. Implications include the need for early, sustained high school STEM counseling and academic advisement; accessible professional development in STEM preparation and careers to promote multiple pathways and reduce school counselor bias; and encouraging family involvement in STEM career decision making.

    

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