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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.

 

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. 

From co-authored publications to sponsored projects involving multiple partner institutions, collaborative practice is an expected part of work in the academy. As evaluators of a National Science Foundation (NSF) Alliances for Graduate Education and the Professoriate (AGEP) grant awarded to four university partners in a large southern state, the authors recognized the increasing value of collaborative practice in the design, implementation, evaluation, and dissemination of findings in the partnership over time. When planning a program among partnering institutions, stakeholders may underestimate the need for, and value of, collaborative practice in facilitating partnership functioning. This method paper outlines an evaluative model to increase the use of collaborative practice in funded academic partnership programs. The model highlights collaborative practice across multiple stakeholder groups in the academic ecology: Sponsors of funded programs (S), Program partners and participants (P), Assessment and evaluation professionals (A), academic researchers (R), and the national and global Community (C). The SPARC model emphasizes evidence-based benefits of collaborative practice across multiple outcome domains. Tools and frameworks for evaluating collaborative practice take a view of optimizing partnership operational performance in achieving stated goals. Collaborative practice can also be an integral element of program activities that support the academic success and scholarly productivity, psychosocial adjustment, and physical and psychological well-being of stakeholders participating in the program. Given the goal of our alliance to promote diversification of the professoriate, the model highlights the use of collaborative practice in supporting stakeholders from groups historically underrepresented in STEM fields across these outcome domains. Using data from a mixed-methods program evaluation of our AGEP alliance over 4 years, the authors provide concrete examples of collaborative practice and their measurement. Results discuss important themes regarding collaborative practice that emerged in each stakeholder group. Authors operationalize the SPARC model with a checklist to assist program stakeholders in designing for and assessing collaborative practice in support of project goals in funded academic partnership projects, emphasizing the contributions of collaborative practice in promoting diversification of the professoriate.