scholarly journals Breaking barriers: The effect of protected characteristics and their intersectionality on career transition in academics

2019 ◽  
Author(s):  
Klara M. Wanelik ◽  
Joanne S. Griffin ◽  
Megan Head ◽  
Fiona C. Ingleby ◽  
Zenobia Lewis
Keyword(s):  
Socioeconomic Status ◽  
Career Success ◽  
Evolutionary Biology ◽  
Career Transition ◽  
Career Progression ◽  
Early Career ◽  
Women In Science ◽  
Academic Disciplines ◽  
Socioeconomic Background ◽  
Underrepresentation Of Women

Lay summaryIn the past decade the scientific community has been trying to tackle the historical underrepresentation of women in science and the fact that gender can constitute a barrier to career success. However, other characteristics, such as being of an ethnic minority or coming from an under-privileged background, have received less attention. In this study we find that ethnicity and socioeconomic status impact detrimentally on career progression in early career scientists, despite the fact that gender is more likely to be reported as a barrier. Our data suggest we need to widen the discussion regarding diversity and equality in science to incorporate potential barriers to career success in addition to gender.AbstractThe academic disciplines of Science Technology Engineering and Mathematics (STEM) have long suffered from a lack of diversity. While in recent years there has been some progress in addressing the underrepresentation of women in STEM subjects, other protected characteristics have received less attention. In this study, we survey early career scientists in the fields of ecology, evolutionary biology, behaviour, and related disciplines. We (i) quantitatively examine the effect of protected characteristics and their intersectionality on career transition, and (ii) provide practical suggestions, based on the qualitative responses of those surveyed, for overcoming some of the barriers we identified. We found that socioeconomic background and ethnicity impacted negatively on the quantitative measures of career progression we examined. Respondents that were female, LGBT, and from a lower socioeconomic background were more likely to report having faced a barrier, and the most frequent barrier named was related to gender. Our results suggest that respondents may have felt more confident discussing the experiences they have had related to their gender, potentially because there is now widespread discourse on this subject. However, respondents were less likely to discuss barriers they have faced in relation to ethnicity and socioeconomic status, despite the fact that the data indicates these are more detrimental to career progression. This may reflect the fact that these characteristics have received less attention, and are therefore deemed more sensitive. We hope that this study will stimulate wider discussion, and help to inform strategies to address the underrepresentation of minority groups in STEM subjects.

scholarly journals Breaking barriers? Ethnicity and socioeconomic background impact on early career progression in the fields of ecology and evolution

2020 ◽  
Vol 10 (14) ◽  
pp. 6870-6880 ◽  
Author(s):  
Klara M. Wanelik ◽  
Joanne S. Griffin ◽  
Megan L. Head ◽  
Fiona C. Ingleby ◽  
Zenobia Lewis
Keyword(s):  
Career Progression ◽  
Early Career ◽  
Socioeconomic Background

Adolescent vocational interests predict early career success: Two 12‐year longitudinal studies

2021 ◽  
Author(s):  
Kevin A. Hoff ◽  
Chu Chu ◽  
Sif Einarsdóttir ◽  
Daniel A. Briley ◽  
Alexis Hanna ◽  
...  
Keyword(s):  
Longitudinal Studies ◽  
Career Success ◽  
Vocational Interests ◽  
Early Career

Things I wish I’d known: desiderata for early career psychiatrists

2016 ◽  
Vol 25 (1) ◽  
pp. 78-81 ◽  
Author(s):  
Lillian Ng ◽  
Richard Steane ◽  
Emme Chacko ◽  
Natalie Scollay
Keyword(s):  
Work Environment ◽  
Reflective Practice ◽  
Self Care ◽  
Career Progression ◽  
Work Life ◽  
Early Career ◽  
Life Balance ◽  
Career Plans ◽  
Zealand College

Objective: The objective of this study was to disseminate advice imparted to early career psychiatrists by a panel of senior colleagues at a Royal Australian and New Zealand College of Psychiatrists symposium, reflecting on things they wished they had known at the earlier stage in their careers. Methods: Key themes were extracted from notes taken at the symposium, where opinions were expressed by three senior psychiatrists. Results: There are components in building a sustainable career as a psychiatrist, which include considering one’s work environment and relationships with colleagues; self-care, mentorship and reflective practice; and seeking opportunities to teach and research for career progression. Conclusions: The mentorship and advice from senior colleagues can be highly influential. In order to sustain a career that has reward, meaning and longevity, psychiatrists would do well to pay attention to aspects of self-care, stay connected to their loved ones, seek an optimal work–life balance and take an interest in their long term career plans.

Does Delivery Location Matter? A National Study of the Impact of Dual Enrollment on College Readiness and Early Academic Momentum

2021 ◽  
Vol 123 (4) ◽  
pp. 1-32
Author(s):  
Xiaodan Hu ◽  
Hsun-Yu Chan
Keyword(s):  
High School ◽  
Socioeconomic Status ◽  
College Readiness ◽  
Dual Enrollment ◽  
College Campus ◽  
Socioeconomic Background ◽  
Full Time ◽  
The Impact ◽  
Academic Momentum ◽  
Delivery Location

Background/Context Although dual enrollment (DE) programs have indicated positive impact on various high school and postsecondary outcomes, access to DE programs remains unequal; historically marginalized students are less likely than other students to attempt college credits in high school. Despite DE being a widely adopted program at the state level, these programs vary greatly by eligibility criteria, funding models, delivery location, and modality. Purpose/Objective/Research Question/Focus of Study Guided by prominent learning theories, we hypothesize that the influence of early DE on later educational pathways and outcomes may vary by the location in which DE is delivered. This study examines whether the delivery location of DE (i.e., on a college campus or otherwise) influences students’ college readiness and first-year academic momentum in college, with a special focus on its heterogeneous effect among students of diverse racial and socioeconomic background. Research Design Using the restricted-use data from High School Longitudinal Study of 2009 (HSLS:09), we use a quasi-experimental approach (i.e., inverse probability weighting models) with a nationally representative sample of students who have taken at least one DE course by 11th grade. Findings/Results The findings reveal that students who took at least one DE course on a college campus do not differ in their cumulative high school GPA, in their probability of attending college, in whether they took developmental courses, in whether they attended college immediately after high school graduation, and in their probability of full-time enrollment when compared with those who took DE course(s) elsewhere. However, the findings are not applicable to all students of varying background defined by race/ethnicity and socioeconomic status. Conclusions/Recommendations This study provides several implications: (1) Because DE courses taken on a high school or college campus equally fuel students’ college readiness and early academic momentum, advising practices should acknowledge the benefits of DE courses regardless of delivery location. (2) DE participation with college exposure may particularly benefit students of higher socioeconomic status (SES), so interventions that offer holistic college experiences beyond academic work are needed to effectively prepare lower SES students for college life and accumulate academic momentum are needed. (3) States and educational entities should be mindful about the potential disparate effect of DE programs and provide regulation, oversight, and quality assurance so that these programs can narrow the postsecondary achievement gap.

scholarly journals High English Literacy among Students from Low Socioeconomic Backgrounds: Exploring the Challenges

2018 ◽  
Vol 5 (2) ◽  
pp. 4-19
Author(s):  
Nur Fadzilah Muhamad Zamani
Keyword(s):  
Socioeconomic Status ◽  
Sampling Technique ◽  
Structured Interview ◽  
Socioeconomic Background ◽  
Depth Information ◽  
Low Ses ◽  
Contributing Factors ◽  
Low Socioeconomic ◽  
English Literacy ◽  
Low Ses Students

As people agree that socioeconomic status (SES) is one of the contributing factors that hinders one’s literacy development, there are still students who come from low socioeconomic background yet are able to acquire high English literacy despite the presence of life stressors. This study examines the challenges faced by low SES students in acquiring high English literacy and the factors that help them to overcome those challenges.  Three students aged fourteen to sixteen years old were chosen as the sample for this study through purposive sampling technique. A qualitative semi-structured interview was conducted to obtain in-depth information about the topic discussed. Three themes emerged which include individual, family and school that demonstrated the challenges faced by low SES students in acquiring high English literacy and the factors that helped them to overcome those challenges. In brief, the participants agreed that their internal motivation and hard work were the most important factors that kept them positive to fight against challenges and become highly literate in the English language. Keywords: Semi-structured interview, qualitative, socioeconomic status (SES), English literacy, motivation

scholarly journals How is open access publishing going down with early career researchers? An international, multi-disciplinary study

2020 ◽  
Author(s):  
David Nicholas ◽  
Hamid R. Jamali ◽  
Eti Herman ◽  
Jie Xu ◽  
Chérifa Boukacem-Zeghmouri ◽  
...  
Keyword(s):  
Open Access ◽  
Career Progression ◽  
Early Career ◽  
Open Access Publishing ◽  
Openness To Change ◽  
Advantages And Disadvantages ◽  
Early Career Researchers ◽  
Scholarly Communications ◽  
The Subject ◽  
The Many

This study explores early career researchers’ (ECRs) appreciation and utilisation of open access (OA) publishing. The evidence reported here results from a questionnaire-based international survey with 1600 participants, which forms the second leg and final year of a four year long, mixed methods, longitudinal study that sought to discover whether ECRs will be the harbingers of change when it comes to scholarly communications. Proceeding from the notion that today’s neophyte researchers, believed to hold millennial values of openness to change, transparency and sharing, may be best placed to power the take-up of OA publishing, the study sought to discover: the extent to which ECRs publish OA papers; the main reasons for their doing or not doing so; and what were thought to be the broader advantages and disadvantages of OA publishing. The survey data is presented against a backdrop of the literature-based evidence on the subject, with the interview stage data providing contextualisation and qualitative depth. The findings show that the majority of ECRs published in OA journals and this varied by discipline and country. Most importantly, there were more advantages and fewer disadvantages to OA publishing, which may be indicative of problems to do with cost and availability, rather than reputational factors. Among the many reasons cited for publishing OA the most important one is societal, although OA is seen as especially benefiting ECRs in career progression. Cost is plainly considered the main downside.

scholarly journals Keys to career success: resources and barriers identified by early career academic hospitalists

2018 ◽  
Vol 33 (5) ◽  
pp. 588-589 ◽  
Author(s):  
Ethan Cumbler ◽  
Patrick Rendón ◽  
Essey Yirdaw ◽  
Patrick Kneeland ◽  
Read Pierce ◽  
...  
Keyword(s):  
Career Success ◽  
Early Career

Will We Ever Close the Gender Gap Among Top Mathematics Achievers? Analysis of Recent Trends by Race in Advanced Placement (AP) Exams

2021 ◽  
pp. 016235322110445
Author(s):  
A. Kadir Bahar
Keyword(s):  
Advanced Placement ◽  
Gender Gap ◽  
Gender Disparity ◽  
Gender Disparities ◽  
Women In Science ◽  
Science Technology ◽  
Ap Calculus ◽  
Recent Trends ◽  
Underrepresentation Of Women ◽  
And Mathematics

Analyzing the test scores of more than 10,000,000 students who participated in the Advanced Placement (AP) math exams from 1997 to 2019, this study examined the direction and magnitude of the trend in gender disparity by race in participation in and top achievement on AP Calculus AB, Calculus BC, and Statistics exams. The results of this study indicated that, in general, females’ representation in all three AP exams increased significantly. Although the findings indicated that the female-to-male ratios (FMRs) in participation in the AP math exams increased significantly from 1997 to 2019 and favored females for all races, the gender disparities among top achievers for all math exams are still substantial. The relationships between the FMRs in participation and top achievement for all AP math exams were also analyzed within races, and the possible impacts of these findings within the context of the underrepresentation of women in science, technology, engineering, and mathematics (STEM) fields were also discussed.

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