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1. The Stewardship Model: An Inclusive Approach to Undergraduate Research

   https://doi.org/10.1017/S1049096520001043  

   Becker, Megan; Graham, Benjamin A.; Zvobgo, Kelebogile (January 2020, PS: Political Science & Politics)

   null (Ed.)

   The field of social science lacks diversity, in both academia and industry. One cause is the “pipeline problem”. Too few students from diverse backgrounds—notably, first-generation college students and students of color—pursue social science undergraduate and graduate degrees. And, those who do are disproportionately likely to exit their respective fields. In response to these twin institutional failures, we have developed a new model of mentored undergraduate research experiences, the Stewardship Model of Mentoring, designed to enhance the presence and status of social scientists from diverse backgrounds through targeted recruitment, technical training, and multi-level mentoring. In this article, we detail the theory and practice of the Stewardship Model within our collaborative research laboratory, and we invite scholars to join a newly-piloted multi-institution survey effort to assess the effects of this and other undergraduate research experiences on the attitudes, skill development, and psycho-social well-being of students from a range of backgrounds. 

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2. Bridging the gap: A sequential mixed methods study of trust networks in graduate application, admissions, and enrollment

   https://doi.org/10.1615/JWomenMinorScienEng.2023045735  

   Villarreal, Cynthia; Posselt, Julie; Hernandez, Theresa; Rudolph, Alexander (January 2023, Journal of women and minorities in science and engineering)

   Undergraduate education in the US is racially/ethnically stratified, and there is limited mobility for Black and Latinx BS recipients in STEM majors into the PhD programs from which faculty hiring disproportionately occurs. Bridge programs are proliferating as a means of increasing minoritized students’ enrollment in STEM graduate programs, but little social science examines mechanisms of their impact or how impacts depend on the graduate programs to which students seek access. This sequential mixed methods study of the Cal-Bridge program analyzed trust networks and mechanisms of relational trust as factors in graduate school application, admissions, and enrollment decisions. First, using social network analysis, we examined patterns in the graduate programs to which seven cohorts of Cal-Bridge scholars applied, were admitted, and chose to enroll. Then, we conducted an in-depth case study of the organization in the Cal-Bridge network with the highest centrality: University of California, Irvine’s physics and astronomy PhD program. We find the positive admission and enrollment outcomes at UC Irvine were due to intentional, institutional change at multiple organizational levels. Change efforts complemented the activities of the Cal-Bridge program, creating conditions that cultivated lived experiences of mutual, relational trust between bridge scholars and their faculty advisors and mentors. Findings illustrate mechanisms and antecedents of trust in the transition to graduate education. We use these findings to propose a framework that may inform the design of future research and practical efforts to account for the role of trust in inequities and creating more equitable cultures in STEM. 

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3. Shifting the Paradigm: Cultivating Socially Responsible Atmospheric Scientists through Leadership and Action

   https://doi.org/10.1175/BAMS-D-22-0077.1  

   Burt, Melissa A.; Fischer, Emily V.; Rasmussen, Kristen L.; Crosley Beem, Katie (September 2023, Bulletin of the American Meteorological Society)

   The geosciences have the lowest racial and ethnic diversity of all STEM fields at all levels of higher education, and atmospheric science is emblematic of this discrepancy. Despite a growing awareness of the problem, Black, Indigenous, people of color, persons with disabilities, women, and LGBTQIA+ persons continue to be largely absent in academic programs and in the geoscience workforce. There is a desire and need for new approaches, new entry points, and higher levels of engagement to foster a diverse community of researchers, scholars, and practitioners in atmospheric science. One challenge among many is that diversity, equity, and inclusion efforts are often siloed from many aspects of the scientific process, technical training, and scientific community. We have worked toward bridging this gap through the development of a new atmospheric science course designed to break down traditional barriers for entry into diversity, equity, and inclusion engagement by graduate students, so they emerge better prepared to address issues of participation, representation, and inclusion. This article provides an overview of our new course, focused on social responsibility in atmospheric science. This course was piloted during Fall 2021 with the primary objective to educate and empower graduate students to be “diversity champions” in our field. We describe 1) the rationale for a course of this nature within a graduate program, 2) course design and content, 3) service-learning projects, 4) impact of the course on students, and 5) scalability to other atmospheric science graduate programs. 

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4. NSF S-STEM EPIC Scholarship Program

   Atwood, Sara A; DeGoede, Kurt (January 2020, ASEE Annual Conference proceedings)

   Results will be presented from a 5-year NSF S-STEM scholarship program for academically talented women in engineering with financial need. Elizabethtown College’s Engineering Practices with Impact Cohort (EPIC) Scholarship program was launched with an NSF S-STEM grant awarded in 2013. The program developed a pathway for academically talented and financially needy women interested in engineering to successfully enter the STEM workforce. The program targeted three critical stages: 1) recruiting talented women into the ABET-accredited engineering program and forming a cohort of scholars,  2) leveraging and expanding existing high impact practices (including an established matriculation program, living-learning community, collaborative learning model, focused mentoring, and undergraduate research) to support women scholars during their college experience, and 3) mentoring scholars as they transitioned to the STEM workforce or graduate programs. The goals of the scholarship program were to increase the number and percent of women entering engineering at our institution and to increase the graduation/employment rate of EPIC scholars beyond that of current engineering students and beyond that of national levels for women engineers.   At the end of this grant, we have roughly doubled the number of women (22.7%) and underrepresented minority students (14%) in the engineering program. This is comparable to the 2016 national average of 20.9% women and 20.6% underrepresented minority bachelor's graduates in engineering. We have also remained at a consistently high level of enrollment and retention of low-income (18.6% Pell-eligible) and first-generation college students (61%). 83% of the scholars have been retained in the engineering program or have graduated with an engineering degree, which is above the institutional and national average. The remaining scholars transferred to another major but have been retained at the institution. All of the scholars participated in a living-learning community, tutoring, focused mentoring, and a women engineers club. Almost all participated in a pre-matriculation program. 17% of the scholars additionally had an undergraduate research experience and 28% studied abroad. 100% of the scholars had engineering workforce jobs or graduate school acceptances at the time of graduation. This program successfully increased the population of underrepresented minority, low-income, and first-generation women entering the engineering workforce.  

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5. Media use and vaccine resistance

   https://doi.org/10.1093/pnasnexus/pgad146  

   Green, Jon; Druckman, James N; Baum, Matthew A; Ognyanova, Katherine; Simonson, Matthew D; Perlis, Roy H; Lazer, David (May 2023, PNAS Nexus)

   Mutz, Diana (Ed.)

   Abstract Public health requires collective action—the public best addresses health crises when individuals engage in prosocial behaviors. Failure to do so can have dire societal and economic consequences. This was made clear by the disjointed, politicized response to COVID-19 in the United States. Perhaps no aspect of the pandemic exemplified this challenge more than the sizeable percentage of individuals who delayed or refused vaccination. While scholars, practitioners, and the government devised a range of communication strategies to persuade people to get vaccinated, much less attention has been paid to where the unvaccinated could be reached. We address this question using multiple waves of a large national survey as well as various secondary data sets. We find that the vaccine resistant seems to predictably obtain information from conservative media outlets (e.g. Fox News) while the vaccinated congregate around more liberal outlets (e.g. MSNBC). We also find consistent evidence that vaccine-resistant individuals often obtain COVID-19 information from various social media, most notably Facebook, rather than traditional media sources. Importantly, such individuals tend to exhibit low institutional trust. While our results do not suggest a failure of sites such as Facebook's institutional COVID-19 efforts, as the counterfactual of no efforts is unknown, they do highlight an opportunity to reach those who are less likely to take vital actions in the service of public health. 

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