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One social mechanism by which marginalization is enacted is via ostracism. Recent research has demonstrated ostracism's impact on physical health, but little is known about the relationship between accumulated lifetime experiences of ostracism and pain. Despite recent calls for added attention to social modulation of pain and social indicators of pain disparities, the impact of specific social factors on pain—including those of ostracism—are not well understood. Results of laboratory studies on the effects of acute ostracism experiences on pain sensitivity have been mixed. However, these studies have not considered lived and repeated experiences of ostracism, and primarily included single static measures of pain sensitivity. Additionally, inclusion and representation of the relationship between ostracism experiences and pain among people with minoritized identities are lacking in the current literature. In this study, we explored accumulated lifetime experiences of ostracism as a potential contributing factor to enhanced pain and one social mechanism by which societal inequity may create and maintain inequity in pain. We extracted measures of lifetime experiences of ostracism from six studies focused on social factors and (non-chronic) pain conducted between 2016 and 2020 ( n  = 505 adults). To retain and examine diversity within the sample, we used moderation and within-group analyses. Results indicate that greater experiences of lifetime ostracism are associated with lower cold pain tolerance, but not other pain measures, in the whole sample. Moderation and within-group analyses reveal opposing patterns of results between populations included in the extant literature (White participants, convenience samples) and those under-represented in the scientific literature (racialized groups, community samples). This study provides an example of a diversity science approach to examining social indicators of pain, illustrates the limited generalizability of previous studies on ostracism and pain, and highlights the need for increased representation and inclusion to understand mechanisms of pain and inequity. 

Understanding the experiences of successful diverse science, technology, engineering, and math (STEM) faculty can facilitate the development of programming that counteracts barriers and weaknesses from multiple angles. The challenges that students and professionals report can be broadly identified as either identity-based or institutional. The lack of diversity in STEM fields in academia can result in narrow viewpoints, limited student diversity, and missed opportunities to address today’s societal challenges. It is clear that we must consider programming that has positively impacted successful STEM faculty in academia in order to create effective programming to recruit and retain future diverse STEM faculty. Our phenomenological study sought to add to the literature related to the role that socialization plays in preparing individuals for success in faculty roles by conducting in-depth interviews with early-career STEM faculty members in under-represented groups. The phenomena under investigation were experiences leading to early-career STEM faculty members’ successful career pathways. Seven early-career STEM faculty from multiple institutions described unique paths to their current faculty position with some commonalities, including participation in undergraduate or postdoc research and having some industry experience. The suggestions, advice, and guidance offered by the participants fell into categories that, while mirrored in the literature, serve as useful markers for administrators developing programming. We organized our findings using the conceptual framework of socialization and the associated competencies for our context. As we strive to encourage and build diverse representation in populations of STEM academicians, these collective findings are invaluable. Findings confirm that programming directly impacts the success of early-career STEM faculty, and it is the success of these individuals that will enable diversity and inclusion to expand in STEM. Programs, interventions, and additional efforts for graduate students can also benefit from close examination of these experiences. 

Ostracism—being ignored and excluded by others—has detrimental effects on targets. Confrontation allows targets to express displeasure with mistreatment. Three studies examined confrontation in response to ostracism. In Study 1, participants completed an ostracism manipulation, Cyberball, and were given the opportunity to message their ostracizers. Message coding indicated that one‐third of targets wrote messages expressing unhappiness with how they were treated, significantly more than included participants. In Studies 2 and 3, participants completed Cyberball before random assignment to a distraction, writing, or confrontation task. Analysis of need‐recovery indicated that the distraction consistently improved need‐satisfaction and affective recovery between the immediate and delayed measurements. Results provided mixed support regarding the effectiveness of confrontation in coping with ostracism; however, no significant changes in need satisfaction were seen for those in the writing condition. In sum, distraction is a response to ostracism that may improve the recovery of depleted need‐satisfaction following ostracism better than confrontation.