ON THE EVOLVING SYNTHESIS OF DIFFERENTIAL ASSOCIATION AND ANOMIE THEORY1: A PERSPECTIVE FROM THE SOCIOLOGY OF SCIENCE

Acknowledgments are recognized as relevant objectsof study in the sociology of science; yet it is difficult toextract a clear understanding of their value andfunctions in the reward system of science. Ouracknowledgment research genealogy suggests that aliterature-based framework could guide furtherstudies and research evaluation in academia.Les remerciements sont reconnus comme des objetsd’étude pertinents en sociologie des sciences; mais ilest difficile d’extraire une compréhension claire deleur valeur et de leurs fonctions dans le système derécompense de la science. Notre généalogie derecherche dans les remerciements suggère qu’uncadre d’étude fondé sur les publications pourraitguider d’autres études et l’évaluation de la recherchedans le milieu universitaire.

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Some Observations on the Neglect of the Sociology of Science

Philosophy of Science ◽

10.1086/287892 ◽

1962 ◽

Vol 29 (4) ◽

pp. 369-376

Author(s):

Howard J. Ehrlich

Keyword(s):

Sociology Of Science

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Neural Response to Monetary and Social Feedback Demonstrate Differential Associations with Depression and Social Anxiety

Social Cognitive and Affective Neuroscience ◽

10.1093/scan/nsab055 ◽

2021 ◽

Author(s):

Brady D Nelson ◽

Johanna M Jarcho

Keyword(s):

Social Anxiety ◽

Neural Response ◽

Differential Association ◽

Social Feedback ◽

Domain Specific ◽

Reward Positivity ◽

Monetary Rewards ◽

Social Tasks ◽

Positive And Negative Feedback ◽

Trial Structure

Abstract An aberrant neural response to rewards has been linked to both depression and social anxiety. Most studies have focused on the neural response to monetary rewards, and few have tested different modalities of reward (e.g., social) that are more salient to particular forms of psychopathology. In addition, most studies contain critical confounds, including contrasting positive and negative feedback and failing to disentangle being correct from obtaining positive feedback. In the present study, 204 participants underwent electroencephalography during monetary and social feedback tasks that were matched in trial structure, timing, and feedback stimuli. The reward positivity (RewP) was measured in response to correctly identifying stimuli that resulted in monetary win, monetary loss, social like, or social dislike feedback. All monetary and social tasks elicited a RewP, which were positively correlated. Across all tasks, the RewP was negatively associated with depression and positively associated with social anxiety. The RewP to social dislike feedback, independent of monetary and social like feedback, was also associated with social anxiety. The present study suggests that a domain-general neural response to correct feedback demonstrates a differential association with depression and social anxiety, but a domain-specific neural response to social dislike feedback is uniquely associated with social anxiety.

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How to foster the formation of STEM identity: studying diversity in an authentic learning environment

International Journal of STEM Education ◽

10.1186/s40594-020-00254-z ◽

2020 ◽

Vol 7 (1) ◽

Author(s):

Alison Singer ◽

Georgina Montgomery ◽

Shannon Schmoll

Keyword(s):

Learning Environment ◽

Identity Formation ◽

Sense Of Belonging ◽

Sociology Of Science ◽

Authentic Learning ◽

Learning Task ◽

Short Answer ◽

Diversity And Inclusion ◽

Educational Challenge ◽

Short Answer Questions

Abstract Background STEM identity has been shown to have a powerful role in an individual’s success in educational environments, as well as on their career goals and trajectories. Historically, however, STEM identity formation for underrepresented students has been hampered by the lack of representation of in STEM fields, which predominantly consist of white males. One educational challenge is diversifying STEM classrooms, both in terms of the students themselves and also in terms of the science and scientists they learn about. Methods We piloted a 4-credit History, Philosophy, and Sociology of Science course at Michigan State University. Students were tasked with creating exhibits focused on themes of diversity and inclusion in science for a real client. Using a STEM identity survey, we assessed students’ attitudes towards the sciences, issues of diversity in science, and their sense of belonging to their educational communities. We also had the students respond to various short-answer questions throughout the semester to better understand their experiences working on a collaborative authentic learning task. Results Our results suggest that authentic learning experiences based around ideas of diversity and inclusion can help students develop sense of belonging and positive STEM identities. Students demonstrated shifts in their self-identities as scientists, focusing more on the intersection between their gender, ethnicity, and self-perception as a scientist. Through qualitative analysis of short-answer questions, we were able to ascertain that working in groups in an authentic learning environment helped the students improve their communication and collaboration skills. Conclusions Students’ increased focus on gender and ethnicity suggests that they are thinking critically about how their personal identities intersect with their scientific identities. Additional research would help us better understand if the coupling of authentic learning and inclusive teaching practices have significant impacts on the formation of students’ STEM identities.

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