scholarly journals Am I a Science Person? A Strong Science Identity Bolsters Minority Students’ Sense of Belonging and Performance in College

2020 ◽  
pp. 014616722093648 ◽  
Author(s):  
Susie Chen ◽  
Kevin R. Binning ◽  
Kody J. Manke ◽  
Shannon T. Brady ◽  
Erica M. McGreevy ◽  
...  
Keyword(s):  
Minority Students ◽  
Sense Of Belonging ◽  
First Generation ◽  
Field Studies ◽  
Science Identity ◽  
Science Courses ◽  
Racial Minority Students ◽  
Social Belonging ◽  
And Performance ◽  
The Relationship

Identifying as a “science person” is predictive of science success, but the mechanisms involved are not well-understood. We hypothesized that science identity predicts success because it fosters a sense of belonging in science classrooms. Thus, science identity should be particularly important for first-generation and racial-minority students, who may harbor doubts about belonging in science. Two field studies in college Introductory Biology classes ( Ns = 368, 639) supported these hypotheses. A strong science identity predicted higher grades, particularly for minority students. Also consistent with hypotheses, Study 2 found that self-reported belonging in college mediated the relationship between science identity and performance. Furthermore, a social belonging manipulation eliminated the relationship between science identity and performance among minority students. These results support the idea that a strong science identity is particularly beneficial for minority students because it bolsters belonging in science courses. Practical and theoretical implications are discussed.

scholarly journals Am I a Science Person? A Strong Science Identity Bolsters Minority Students’ Sense of Belonging and Performance in College

2020 ◽  
Author(s):  
Susie Chen ◽  
Kevin R Binning ◽  
Kody J. Manke ◽  
Shannon Therese Brady ◽  
Erica M. McGreevy ◽  
...  
Keyword(s):  
Minority Students ◽  
Sense Of Belonging ◽  
First Generation ◽  
Field Studies ◽  
Science Identity ◽  
Science Courses ◽  
Racial Minority Students ◽  
Social Belonging ◽  
And Performance ◽  
The Relationship

Identifying as a “science person” is predictive of science success, but the mechanisms involved are not well-understood. We hypothesized that science identity predicts success because it fosters a sense of belonging in science classrooms. Thus, science identity should be particularly important for first-generation and racial-minority students, who may harbor doubts about belonging in science. Two field studies in college Introductory Biology classes (Ns=368; 639) supported these hypotheses. A strong science identity predicted higher grades, particularly for minority students. Also consistent with hypotheses, Study 2 found that self-reported belonging in college mediated the relationship between science identity and performance. Furthermore, a social belonging manipulation eliminated the relationship between science identity and performance among minority students. These results support the idea that a strong science identity is particularly beneficial for minority students because it bolsters belonging in science courses.

Don't Forget About Us

2021 ◽  
pp. 126-140
Author(s):  
Rayshawn L. Eastman ◽  
April Eddie ◽  
Kelli Johnson
Keyword(s):  
Minority Students ◽  
Low Income ◽  
First Generation ◽  
Underrepresented Students ◽  
Lessons Learned ◽  
Social Challenges ◽  
Education Professionals ◽  
Racial Minority Students ◽  
Diverse Student ◽  
Higher Education Professionals

Through narratives, this chapter explores the perspectives of three higher education professionals who served diverse student bodies during a pandemic. Detailing their experiences, the authors address efforts made to support underrepresented students during a pandemic. The effects of COVID-19 were vast and even more impactful for underrepresented students. The challenges of taking classes during a pandemic, combined with the known social challenges of 2020, made for an unforgettable period of time. This chapter addresses lessons learned, best practices, and suggestions for supporting students during a pandemic. The authors define underrepresented students as first-generation, LGBT+, low-income, and ethnic/racial minority students.

scholarly journals I Just Don’t Want to Be Judged: Cultural Capital’s Impact on Student Plagiarism

SAGE Open ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 215824401882238 ◽  
Author(s):  
Jennifer A. Strangfeld
Keyword(s):  
Cultural Capital ◽  
Minority Students ◽  
Academic Dishonesty ◽  
First Generation ◽  
Writing Skills ◽  
Student Role ◽  
Racial Minority Students ◽  
Student Plagiarism ◽  
Class Hierarchies ◽  
Educational Histories

This research explores how college students’ broader educational histories affect their decisions to plagiarize. While research typically categorizes plagiarism as intentional or unintentional, explanations revealed in interviews of first-generation, working-class, and/or racial minority students suggests that these typologies inadequately capture the complex reasons some students express for plagiarizing. Specifically, students in this study plagiarize primarily because they are concerned that not only are their vocabulary and writing skills subpar, but that they do not fit into the college student role. Their explanations are situated within Bourdieu’s framework of cultural capital, whereby students’ decisions to plagiarize are rooted in the outcomes stemming from educational practices that reinforce class hierarchies. Consequently, students’ plagiarism experiences are contextualized within their broader educational histories rather than limited to the immediate circumstances surrounding their academic dishonesty.

scholarly journals The influence of loneliness on perceived social belonging and trust believes – longitudinal evidence from the Netherlands.

2021 ◽  
Author(s):  
Alexander Langenkamp
Keyword(s):  
The Netherlands ◽  
Sense Of Belonging ◽  
Interpersonal Trust ◽  
Political Trust ◽  
Social Embeddedness ◽  
Mutual Understanding ◽  
General Sense ◽  
Organizational Membership ◽  
Social Belonging ◽  
The Relationship

While social pluralism and diversity are important characteristics of functioning democracies, civil society and democratic institutions require citizens to feel as an integral part of society in order to function. This stems from a general sense of belonging as well as a mutual understanding of citizens that institutions and other members of society are trustworthy. While objective aspects of social embeddedness, i.e. organizational membership and inter-relational contact, are established predictors of these outcomes, perceived loneliness is rarely investigated. This study investigates whether changes in loneliness reduce levels of perceived belonging and political and interpersonal trust believes. By analysing 12 waves of panel data from the Netherlands gathered between 2008 and 2020 (n= 41,508), the analysis shows that intra-personal variation in loneliness predicts citizen`s sense of belonging and interpersonal trust believes. Regarding political trust, the relationship cannot be found with panel fixed effect.

¡Pertenecemos y tenemos importancia aquí! Exploring Sense of Belonging and Mattering for First-Generation and Continuing-Generation Latinx Undergraduates

2020 ◽  
Vol 42 (1) ◽  
pp. 95-116 ◽  
Author(s):  
Mary Dueñas ◽  
Alberta M. Gloria
Keyword(s):  
Sense Of Belonging ◽  
Research University ◽  
First Generation ◽  
University Personnel ◽  
Future Direction ◽  
Relationship Of ◽  
The Relationship ◽  
Sense Of Mattering ◽  
Practical Implications

Using a psychosociocultural approach, we examined the role of motivation, belonging, and congruity relative to sense of mattering for 236 Latinx undergraduates attending a public Midwest research university. Findings revealed the key role of belonging in understanding undergraduates’ experiences where belonging accounted for more than half of the variance of mattering as well as mediated the relationship of congruity and mattering. Differences by college generation, academic certificate, and student organization status were also revealed. Practical implications for faculty, administrators, and university personnel and future direction for research are addressed relative to student affiliation and sense of belonging and mattering.

The Influence of Cognitive and Affective Reactions to Feedback on Subsequent Goals

2010 ◽  
Vol 15 (2) ◽  
pp. 121-131 ◽  
Author(s):  
Remus Ilies ◽  
Timothy A. Judge ◽  
David T. Wagner
Keyword(s):  
Performance Feedback ◽  
Business School ◽  
Structural Equation ◽  
Emotional Reactions ◽  
Equation Model ◽  
Proposed Model ◽  
And Performance ◽  
Dispositional Measure ◽  
The Relationship ◽  
Reactions To Feedback

This paper focuses on explaining how individuals set goals on multiple performance episodes, in the context of performance feedback comparing their performance on each episode with their respective goal. The proposed model was tested through a longitudinal study of 493 university students’ actual goals and performance on business school exams. Results of a structural equation model supported the proposed conceptual model in which self-efficacy and emotional reactions to feedback mediate the relationship between feedback and subsequent goals. In addition, as expected, participants’ standing on a dispositional measure of behavioral inhibition influenced the strength of their emotional reactions to negative feedback.

Cognitive Factors Mediate the Relation Between Age and Flight Path Maintenance in General Aviation

2016 ◽  
Vol 6 (2) ◽  
pp. 81-90 ◽  
Author(s):  
Kathleen Van Benthem ◽  
Chris M. Herdman
Keyword(s):  
Cognitive Functioning ◽  
Flight Path ◽  
General Aviation ◽  
Cognitive Factors ◽  
Pilot Performance ◽  
Pilot Error ◽  
Age Related ◽  
And Performance ◽  
Relationship Of ◽  
The Relationship

Abstract. Identifying pilot attributes associated with risk is important, especially in general aviation where pilot error is implicated in most accidents. This research examined the relationship of pilot age, expertise, and cognitive functioning to deviations from an ideal circuit trajectory. In all, 54 pilots, of varying age, flew a Cessna 172 simulator. Cognitive measures were obtained using the CogScreen-AE ( Kay, 1995 ). Older age and lower levels of expertise and cognitive functioning were associated with significantly greater flight path deviations. The relationship between age and performance was fully mediated by a cluster of cognitive factors: speed and working memory, visual attention, and cognitive flexibility. These findings add to the literature showing that age-related changes in cognition may impact pilot performance.

Work Engagement and Research Output Among Female and Male Scientists

2016 ◽  
Vol 15 (2) ◽  
pp. 55-65 ◽  
Author(s):  
Lonneke Dubbelt ◽  
Sonja Rispens ◽  
Evangelia Demerouti
Keyword(s):  
Work Engagement ◽  
Research Output ◽  
Research Performance ◽  
Daily Work ◽  
Time Control ◽  
Science Technology ◽  
And Performance ◽  
And Mathematics ◽  
Number Of Publications ◽  
The Relationship

Abstract. Women have a minority position within science, technology, engineering, and mathematics and, consequently, are likely to face more adversities at work. This diary study takes a look at a facilitating factor for women’s research performance within academia: daily work engagement. We examined the moderating effect of gender on the relationship between two behaviors (i.e., daily networking and time control) and daily work engagement, as well as its effect on the relationship between daily work engagement and performance measures (i.e., number of publications). Results suggest that daily networking and time control cultivate men’s work engagement, but daily work engagement is beneficial for the number of publications of women. The findings highlight the importance of work engagement in facilitating the performance of women in minority positions.

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