An official website of the United States government
Existing academic structures and norms perpetuate the mistreatment and marginalization of scholars resulting in a climate that is misaligned with the values of academics from marginalized groups. Therefore, we study how climates at multiple levels of the academy (i.e., research group, department, and professional field) shape marginalized scholars’ careers and career attitudes. Participants (N = 3,204) were doctoral students, postdoctoral fellows, and assistant professors from four science fields (biology, physics, economics, and psychology) who completed an online survey about psychological safety and intragroup conflict within their research group, climate of diversity within their department, climate of scholarly inclusion within their professional field, and their career outcomes. We conducted three general structural equation models with marginalized identity status predicting three career outcomes: turnover intentions, burnout disengagement, and burnout exhaustion. We also tested the mediation effect of climate at the levels of the research group, department, and profession on these career outcomes. Participants with a greater number of marginalized identities experienced a more negative climate at all three levels compared to those with no and fewer marginalized identities. The climate experienced at these three levels also significantly mediated all three career outcomes for marginalized scholars. Climate of scholarly inclusion at the level of the profession was especially strongly related to intent to leave and burnout. These results add to the breadth of research on multiply marginalized scholars’ negative experiences of academic climates and point to areas that may be particularly important for interventions.
more »
« less
Greater Diversity or Fewer Whites? Disentangling Heterogeneity and Marginalized Group Share at Macro and Micro Levels
Scholarship claims that diversity undermines trust and cooperation. Critiques focus on studies’ inability to discern diversity’s causal effects. In fact, most studies are unable to distinguish diversity (i.e., mixture) and marginalized group share (e.g., percentage Black). The authors argue for preserving this distinction and identify obstacles to doing so. First, homogeneously disadvantaged communities are acutely underrepresented in North America and Europe, the settings of most diversity research. The second issue, a case of the ecological fallacy, concerns our inability to infer associations between individual outcomes and diversity from associations between macro-level outcomes and diversity. Much diversity research would be better served by using group share measures that align with the in-group/out-group theories they draw on to motivate research and explain findings. The authors clarify the data and analytic requirements for research that seeks to draw conclusions about diversity per se. Practically, the distinction between diversity and marginalized group share is also relevant for policy.
more »
« less
- Award ID(s):
- 2101730
- PAR ID:
- 10514336
- Publisher / Repository:
- Sage
- Date Published:
- Journal Name:
- Socius: Sociological Research for a Dynamic World
- Volume:
- 9
- ISSN:
- 2378-0231
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
This survey article assesses and compares existing critiques of current fairness-enhancing technical interventions in machine learning (ML) that draw from a range of non-computing disciplines, including philosophy, feminist studies, critical race and ethnic studies, legal studies, anthropology, and science and technology studies. It bridges epistemic divides in order to offer an interdisciplinary understanding of the possibilities and limits of hegemonic computational approaches to ML fairness for producing just outcomes for society’s most marginalized. The article is organized according to nine major themes of critique wherein these different fields intersect: 1) how "fairness" in AI fairness research gets defined; 2) how problems for AI systems to address get formulated; 3) the impacts of abstraction on how AI tools function and its propensity to lead to technological solutionism; 4) how racial classification operates within AI fairness research; 5) the use of AI fairness measures to avoid regulation and engage in ethics washing; 6) an absence of participatory design and democratic deliberation in AI fairness considerations; 7) data collection practices that entrench “bias,” are non-consensual, and lack transparency; 8) the predatory inclusion of marginalized groups into AI systems; and 9) a lack of engagement with AI’s long-term social and ethical outcomes. Drawing from these critiques, the article concludes by imagining future ML fairness research directions that actively disrupt entrenched power dynamics and structural injustices in society.more » « less
-
The program Building Infrastructure Leading to Diversity: Promoting Opportunities for Diversity in Education and Research partners baccalaureate-granting California State University, Northridge with community college faculty and students to facilitate undergraduate research and development at community colleges. The authors document student, faculty, and institutional outcomes and share best practices in forming community college–university partnerships. Future directions also are offered.more » « less
-
Abstract Consequential STEM experiences in informal settings can address issues of equity by fully engaging historically marginalized high school students in complex socio-scientific issues. However, inclusive and effective programs are in high demand, and there is little research on what specific aspects, context, and timeframes are most important when scaling these experiences. Using a mixed method approach, this study demonstrates that students make significant gains, in the short and long term, through in-person and remote informal programs ranging between 22-h and 320-h. Progress across STEM learning constructs is attributed to authentic research experiences, students’ connections to STEM professionals, direct hands-on participation in projects, and group work. Relative to formal education settings, research-based informal STEM programs can be implemented with minimal resources, can maintain effectiveness while scaling, and work towards addressing the societal challenge of improving STEM learning and outcomes for high school students from historically marginalized communities.more » « less
-
Abstract Food insecurity is rising across sub-Saharan Africa (SSA), where undernourishment continues to affect a large portion of the population, particularly young children. Studies examining the associations between crop diversity and childhood nutrition have recently proliferated but are characterized by inconsistent results and two key limitations. First, many studies focus only on the household level, overlooking the prospect that more diverse crops at village and regional levels may contribute to household food security. Second, many studies pool data from multiple countries, which may obscure important context-specific aspects of nutrition outcomes. Drawing on Demographic and Health Survey (DHS) data from 10 SSA countries, in combination with agricultural production estimates for 112 crop species, this study explores the associations between crop diversity at multiple scales (10-, 25-, and 50-kilometer radii) and children’s dietary diversity (HDDS). In addition to producing overall estimates across our sample, we measure country-specific associations to account for spatial heterogeneity. Results of the overall model show a negative association between crop diversity and dietary diversity. However, the country-specific analyses uncover extensive variability in these associations: in some cases, diversity is highly positively correlated with HDDS, while in others the estimated effect is negative or nonexistent. Our findings suggest that country-level analyses provide important nuance that may be masked in pooled analyses. Moreover, these findings foreground the importance of looking beyond household-level analyses to understand the dynamic role that local crop diversity, and its exchange across space, can play in supporting children’s dietary diversity.more » « less
- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1177/23780231231196507
