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Abstract Most research programs recruit students with high grades, previous lab experience, and strong supervisor recommendations. However, these requirements can bar students from historically marginalized backgrounds from gaining these kinds of valuable experiences, thus contributing to the well documented limited diversity in science, technology, engineering, and mathematics (STEM). To address this issue, we recruited three cohorts of undergraduate students from institutions with few research resources, regardless of academic success and previous research experience, to participate in an intensive, international research program. Therefore, participants in this study (N = 18,M_age = 21.11) are predominantly from backgrounds considered to be underrepresented in STEM based on their self‐described gender identity (66.7% female, 5.6% non‐binary/not sure), race/ethnicity (16.7% Black, 22.2% Latina/o/e/x, 22.2% Multiracial), ability (33% disabled or neurodivergent), and/or socioeconomic status (44.5% lower‐ or middle‐class). Survey data were collected before and after students participated in the international program to explore changes in their science identity, research self‐efficacy, and STEM career interests. Even with a small sample, the program significantly impacted the overall sample. Participants demonstrated enhanced science identity. Furthermore, the program influenced students' STEM career interests. Although some students leaned away from research trajectories after participating in the research program, most increased research interests. These results affirm that a program designed to give research experience to historically marginalized students can benefit their science identity and career trajectories. The implications of such programming could broaden participation in our academic field. 

Current work suggests that basic psychological needs are related to higher intrinsic motivation, which in turn, can promote more positive academic outcomes. However, few studies have examined how perceptions around one’s abilities in science, engineering, technology, and math (STEM) are related to intrinsic motivation and what role needs satisfaction plays in this association. This study assessed adolescents’ (N= 285, 56.1% female,M_age= 15.76 years,SD= 1.24) STEM ability perceptions, basic needs satisfaction, and intrinsic motivation. A path analysis was used to examine the association between STEM ability perceptions, basic needs satisfaction, and intrinsic motivation in adolescents. Inclusive perceptions of the STEM abilities of historically underrepresented groups (i.e., girls and minoritized ethnicities) were positively associated with basic needs satisfaction and basic needs satisfaction was positively associated with intrinsic motivation. There was also a positive indirect effect from inclusive perceptions of STEM abilities to intrinsic motivation through basic needs satisfaction. These findings suggest that schools should focus on promoting inclusive perceptions in order to bolster adolescents’ basic needs satisfaction, which could have carry-on effects on intrinsic motivation. 

Given the increasingly global nature of work, the global workforce needs STEM (science, technology, engineering and math) workers who have both STEM content knowledgeandintercultural competence. This study reports on findings from a 10-week bi-national virtual STEM challenge, the World Smarts STEM Challenge, that brought adolescents in the United States and Ghana together to complete a STEM learning program. There were 114 participants from Ghana (female = 56%) and 95 from the US (female = 48%);M_age= 16.21 years,SD= 1.65. In Ghana 100% of participants identified as ethnically Ghanaian and in the US participants identified as Black/African-American (50%), Latino/a/x or Hispanic (23.9%), Asian/Asian-American (7.6%), White/European-American (7.6%), bi-racial or multi-racial (7.6%), and “other” (3.3%). After the Challenge, participants increased in awareness of global issues, and engagement with others, but also showed a small but significant decrease in respect for people from other cultural backgrounds. Girls demonstrated an increase in global-mindedness in both countries and Ghanaian participants reported an increase in self-efficacy for global issues and demonstrated significant growth in both STEM ability self-concept and STEM activism orientation. Findings suggest the value of virtual STEM Challenges for building both STEM and global competence skills. 

Abstract Analysis of muscle architecture, traditionally conducted via gross dissection, has been used to evaluate adaptive relationships between anatomical form and behavioral function. However, gross dissection cannot preserve three‐dimensional relationships between myological structures for analysis. To analyze such data, we employ diffusible, iodine‐based contrast‐enhanced computed tomography (DiceCT) to explore the relationships between feeding ecology and masticatory muscle microanatomy in eight dietarily diverse strepsirrhines: allowing, for the first time, preservation of three‐dimensional fascicle orientation and tortuosity across a functional comparative sample. We find that fascicle properties derived from these digital analyses generally agree with those measured from gross‐dissected conspecifics. Physiological cross‐sectional area was greatest in species with mechanically challenging diets. Frugivorous taxa and the wood‐gouging species all exhibit long jaw adductor fascicles, while more folivorous species show the shortest relative jaw adductor fascicle lengths. Fascicle orientation in the parasagittal plane also seems to have a clear dietary association: most folivorous taxa have masseter and temporalis muscle vectors that intersect acutely while these vectors intersect obliquely in more frugivorous species. Finally, we observed notably greater magnitudes of fascicle tortuosity, as well as greater interspecific variation in tortuosity, within the jaw adductor musculature than in the jaw abductors. While the use of a single specimen per species precludes analysis of intraspecific variation, our data highlight the diversity of microanatomical variation that exists within the strepsirrhine feeding system and suggest that muscle architectural configurations are evolutionarily labile in response to dietary ecology—an observation to be explored across larger samples in the future. 

Past research has shown that growth mindset and motivational beliefs have an important role in math and science career interest in adolescence. Drawing on situated expectancy-value theory (SEVT), this study extends these findings by investigating the role of parental motivational beliefs (e.g., expectancy beliefs, utility values) and parent growth mindset in math on adolescent career interest in math-intensive fields (e.g., mathematics, computer science, statistics, and engineering; MCSE) through adolescent motivational beliefs in math. Structural equation modeling was used to test the hypothesized model using data from 290 adolescents (201 girls, 69.3%;M_age= 15.20), who participate in informal STEM (science, technology, engineering, mathematics) youth programs, and their parents (162 parents, 87.7% female) in the United Kingdom and the United States. As hypothesized, adolescent expectancy beliefs, utility values, and growth mindset in math had a significant direct effect on MCSE career interest. Further, there was a significant indirect effect of parental expectancy beliefs in math on MCSE career interest through adolescents’ expectancy beliefs. Similarly, there was a significant indirect effect from parental utility values in math to MCSE career interest through adolescents’ utility values. The findings suggest that parents’ math motivational beliefs play a critical role in adolescent math motivational beliefs and their career interest in math-intensive fields. 

Abstract Gender stereotypes are harmful for girls’ enrollment and performance in science and mathematics. So far, less is known about children’s and adolescents’ stereotypes regarding technology and engineering. In the current study, participants’ ( N  = 1,206, girls n  = 623; 5–17-years-old, M  = 8.63, SD  = 2.81) gender stereotypes for each of the STEM (science, technology, engineering, and mathematics) domains were assessed along with the relation between these stereotypes and a peer selection task in a STEM context. Participants reported beliefs that boys are usually more skilled than are girls in the domains of engineering and technology; however, participants did not report gender differences in ability/performance in science and mathematics. Responses to the stereotype measures in favor of one’s in-group were greater for younger participants than older participants for both boys and girls. Perceptions that boys are usually better than girls at science were related to a greater likelihood of selecting a boy for help with a science question. These findings document the importance of domain specificity, even within STEM, in attempts to measure and challenge gender stereotypes in childhood and adolescence. 

Abstract Little research has examined the associations between perceived inclusivity within informal science learning sites, youth program belonging and perceptions of program career preparation. This study explored relations between these factors at three timepoints (T1 = start of program, T2 = 3 months and T3 = 12 months after start). Participants were a diverse sample of 209 adolescents participating in STEM youth programs within informal science learning sites situated in the United States and United Kingdom (70% females: M age  = 15.27, SD age  = 1.60), with 53.1% British and 64.1% non-White. Path analysis revealed that only perceptions of inclusivity for own social identity group (i.e., gender, ethnicity) at T1 were associated with T2 STEM youth program belonging. There was a significant indirect effect of T1 perceptions of inclusivity for one’s own social identity groups on T3 perceptions of program career preparation via T2 program belonging. This study highlights that, over time, perceptions of inclusivity around youth’s own social identity groups (i.e., gender and ethnicity/culture) are related to a sense of youth program belonging, which in turn is later associated with perceptions of program career preparation. 

Abstract Physiological cross-sectional area (PCSA), an important biomechanical variable, is an estimate of a muscle’s contractile force potential and is derived from dividing muscle mass by the product of a muscle’s average fascicle length and a theoretical constant representing the density of mammalian skeletal muscle. This density constant is usually taken from experimental studies of small samples of several model taxa using tissues collected predominantly from the lower limbs of adult animals. The generalized application of this constant to broader analyses of mammalian myology assumes that muscle density (1) is consistent across anatomical regions and (2) is unaffected by the aging process. To investigate the validity of these assumptions, we studied muscles of rabbits (Oryctolagus cuniculus) in the largest sample heretofore investigated explicitly for these variables, and we did so from numerous anatomical regions and from three different age-cohorts. Differences in muscle density and histology as a consequence of age and anatomical region were evaluated using Tukey’s HSD tests. Overall, we observed that older individuals tend to have denser muscles than younger individuals. Our findings also demonstrated significant differences in muscle density between anatomic regions within the older cohorts, though none in the youngest cohort. Approximately 50% of the variation in muscle density can be explained histologically by the average muscle fiber area and the average percent fiber area. That is, muscles with larger average fiber areas and a higher proportion of fiber area tend to be denser. Importantly, using the age and region dependent measurements of muscle density that we provide may increase the accuracy of PCSA estimations. Although we found statistically significant differences related to ontogeny and anatomical region, if density cannot be measured directly, the specific values presented herein should be used to improve accuracy. If a single muscle density constant that has been better validated than the ones presented in the previous literature is preferred, then 1.0558 and 1.0502 g/cm³would be reasonable constants to use across all adult and juvenile muscles respectively.