scholarly journals The Implications of Morality Politics for Effecting Inclusion in the STEM Workforce

2021 ◽  
Author(s):  
Connie L. McNeely
Keyword(s):  
Workforce Development ◽  
Race And Ethnicity ◽  
The United States ◽  
Morality Politics ◽  
Societal Needs ◽  
The Face ◽  
Stem Workforce ◽  
And Gender ◽  
And Mathematics ◽  
Ethnicity And Gender

Science, technology, engineering, and mathematics (STEM) workforce development, identified as a critical consideration for meeting current and future societal needs and challenges, depends on the capacity to draw upon a talented pool of individuals possessing requisite knowledge and training. In the United States, as elsewhere, related questions have arisen about who constitutes that pool and the conditions under which it has been determined. Noting the currency and controversies surrounding persistent inequalities and inequities in STEM educational attainment and workforce participation, the research presented here offers an elaborated framework and dedicated analysis of related processes, with the goal of extending understanding and delineating implications for identifying strategic points for intervention. In ideological and political terms, efforts to combat related educational and workforce disparities reflect a “morality politics” diffused in social identities and behaviors and embedded in structural claims with broad and pragmatic implications for STEM educational access and workforce opportunity. With particular attention to race and ethnicity (and gender), this analysis revisits and unpacks related assumptions and addresses challenges attached to the distribution of benefits and burdens in the face of both ideological and practical expediencies in determining profiles of STEM participation and inclusion.

Schools, Justice, and Immigrant Students: Assimilation, Race, Ethnicity, Gender, and Perceptions of Fairness and Order

2015 ◽  
Vol 117 (7) ◽  
pp. 1-42
Author(s):  
Anthony A. Peguero ◽  
Jennifer M. Bondy
Keyword(s):  
Research Design ◽  
Race And Ethnicity ◽  
Immigrant Students ◽  
Immigrant Youth ◽  
Secondary Data ◽  
Building Blocks ◽  
The United States ◽  
Race Ethnicity ◽  
And Gender ◽  
Ethnicity And Gender

Background/Context Students’ perceptions of justice, fairness, and order within their schools are arguably key building blocks of socialization to participation within a democratic society. The ideals of justice, fairness, and order within their schools are particularly imperative because the educational system is founded on a belief of democracy and meritocracy. It is also known that students’ perceptions of school justice can vary by race, ethnicity, and gender. What remains uncertain is how the fastest growing segment of the United States, students in immigrant families, perceive the school justice, fairness, and order within their school. Purpose The aim of this study is to explore if straight-line assimilation, segmented assimilation, and immigrant optimism hypotheses explain the relationships between schools, justice, and immigration, as well as the potential role of gender, race, and ethnicity in immigrant youth perceptions of justice, fairness, and order. Participants/Subjects This study utilizes the Education Longitudinal Study of 2002 (ELS), a nationally representative sample of high school sophomores. Research Design This study's research design includes statistical analysis of secondary data. Findings/Results Findings do suggest that the students’ perceptions of justice, fairness, and order are indeed moderated by immigrant generation, race, ethnicity, and gender. Conclusions/Recommendations Educators and educational researchers who are seeking to better understand the schooling experiences of immigrant youth might benefit from questioning assimilation and Americanization as processes that inevitably promote educational progress. Given that immigrant youth are and have historically been marginalized within U.S. schools, it appears that socialization, Americanization, gender, and immigrant generational status are germane to creating democratic education for all students. Attentiveness to democratic school justice, order, and fairness is, therefore, imperative.

scholarly journals Improving Undergraduate Life Science Education for the Biosciences Workforce: Overcoming the Disconnect between Educators and Industry

2018 ◽  
Vol 17 (3) ◽  
pp. es12 ◽  
Author(s):  
Christopher Thompson ◽  
Joseph Sanchez ◽  
Michael Smith ◽  
Judy Costello ◽  
Amrita Madabushi ◽  
...  
Keyword(s):  
United States ◽  
Workforce Development ◽  
The United States ◽  
University Graduates ◽  
Washington Dc ◽  
College And University ◽  
Highly Educated ◽  
Undergraduate Institutions ◽  
And Mathematics ◽  
Undergraduate Programs

The BioHealth Capital Region (Maryland, Virginia, and Washington, DC; BHCR) is flush with colleges and universities training students in science, technology, engineering, and mathematics disciplines and has one of the most highly educated workforces in the United States. However, current educational approaches and business recruitment tactics are not drawing sufficient talent to sustain the bioscience workforce pipeline. Surveys conducted by the Mid-Atlantic Biology Research and Career Network identified a disconnect between stakeholders who are key to educating, training, and hiring college and university graduates, resulting in several impediments to workforce development in the BHCR: 1) students are underinformed or unaware of bioscience opportunities before entering college and remain so at graduation; 2) students are not job ready at the time of graduation; 3) students are mentored to pursue education beyond what is needed and are therefore overqualified (by degree) for most of the available jobs in the region; 4) undergraduate programs generally lack any focus on workforce development; and 5) few industry–academic partnerships with undergraduate institutions exist in the region. The reality is that these issues are neither surprising nor restricted to the BHCR. Recommendations are presented to facilitate improvement in the preparation of graduates for today’s bioscience industries throughout the United States.

Which girls, which boys? The intersectional risk for depression by race and ethnicity, and gender in the U.S.

2018 ◽  
Vol 66 ◽  
pp. 51-68 ◽  
Author(s):  
Pratima A. Patil ◽  
Michelle V. Porche ◽  
Nellie A. Shippen ◽  
Nina T. Dallenbach ◽  
Lisa R. Fortuna
Keyword(s):  
Race And Ethnicity ◽  
And Gender ◽  
Ethnicity And Gender ◽  
The U.S ◽  
Risk For Depression

Structured Inequality in the United States: Discussions on the Continuing Significance of Race, Ethnicity and Gender

2000 ◽  
Vol 28 (3) ◽  
pp. 266
Author(s):  
Jeralynn Sittig Cossman ◽  
Adalberto Aguirre ◽  
David V. Baker
Keyword(s):  
United States ◽  
The United States ◽  
Race Ethnicity ◽  
And Gender ◽  
Ethnicity And Gender

#MeToo will sustain demands for US corporate diversity

2021 ◽  
Keyword(s):  
Gender Diversity ◽  
The United States ◽  
Workplace Culture ◽  
Content Type ◽  
Technology Sector ◽  
Corporate Diversity ◽  
Race Ethnicity ◽  
And Gender ◽  
Central Pillar ◽  
Ethnicity And Gender

Significance That turned the eleven-year-old MeToo movement into a central pillar of a broader drive in the United States to address gender, race and social inequality. Since then, the technology sector has become a bit more hospitable to women but still has much to do on employment and workplace culture. Impacts COVID-19 has stalled some of the momentum to #MeToo reforms. The tech sector's persistent poor gender diversity potentially hurts industry competitiveness. Few US states have yet extended sexual harassment protections to cover race, ethnicity and gender identity.

Structural Transphobia, Homophobia, and Biphobia in Public Health Practice: The Example of COVID-19 Surveillance

2021 ◽  
pp. e1-e7
Author(s):  
Randall L. Sell ◽  
Elise I. Krims
Keyword(s):  
Public Health ◽  
United States ◽  
Race And Ethnicity ◽  
Public Health Surveillance ◽  
Public Health Practice ◽  
The United States ◽  
Health Surveillance ◽  
Essential Information ◽  
And Gender ◽  
Public Health Surveillance System

Public health surveillance can have profound impacts on the health of populations, with COVID-19 surveillance offering an illuminating example. Surveillance surrounding COVID-19 testing, confirmed cases, and deaths has provided essential information to public health professionals about how to minimize morbidity and mortality. In the United States, surveillance has also pointed out how populations, on the basis of geography, age, and race and ethnicity, are being impacted disproportionately, allowing targeted intervention and evaluation. However, COVID-19 surveillance has also highlighted how the public health surveillance system fails some communities, including sexual and gender minorities. This failure has come about because of the haphazard and disorganized way disease reporting data are collected, analyzed, and reported in the United States, and the structural homophobia, transphobia, and biphobia acting within these systems. We provide recommendations for addressing these concerns after examining experiences collecting race data in COVID-19 surveillance and attempts in Pennsylvania and California to incorporate sexual orientation and gender identity variables into their pandemic surveillance efforts. (Am J Public Health. Published online ahead of print June 10, 2021: e1–e7. https://doi.org/10.2105/AJPH.2021.3062727 )

scholarly journals Face Time, Pandemic Style

October ◽  
2020 ◽  
Vol 173 ◽  
pp. 230-241
Author(s):  
Pamela M. Lee
Keyword(s):  
United States ◽  
Asian American ◽  
Judith Butler ◽  
The United States ◽  
The Face ◽  
And Gender ◽  
The University ◽  
Face Time

This article considers the prospects of “facial politics” in the wake of CoVID-19. Recounted through the author's positionality as an Asian American feminist academic, the article describes her encounters in the university and the street, in the United States and China. Addressing gestures of face touching and the trope of the mask relative to its wearer, the essay draws on the work of Mel Y. Chen on the viral conjunction of race, animality, illness, and gender as inflected further by both historical and contemporary treatments of “Chineseness” and visibility. In so doing, the article reframes concepts of perfomativity and the face that are associated with Judith Butler, with the face becoming “the fallen site of discourse” under the conditions of a pandemic.

Intersections of Race, Ethnicity, and Gender

2016 ◽  
Vol 23 (5) ◽  
pp. 643-665 ◽  
Author(s):  
Eryn Nicole O’Neal ◽  
Laura O. Beckman
Keyword(s):  
Social Services ◽  
Race And Ethnicity ◽  
Partner Violence ◽  
Service Providers ◽  
Cultural Barriers ◽  
Underdeveloped Area ◽  
Race Ethnicity ◽  
And Gender ◽  
Ethnicity And Gender ◽  
Legal Barriers

Using an intersectional framework, this article discusses the barriers to social services that Latina victims of intimate partner violence encounter, a drastically underdeveloped area of theorizing. We argue that placing Latinas at the center of analysis will facilitate empirical knowledge, which is necessary because mainstream inquiry has historically ignored their interests. First, we discuss cultural barriers through the lenses of gender, race, and ethnicity. Second, we describe socioeconomic barriers in conjunction with gender, race, and ethnicity. Third, we examine legal barriers along with the representation of gender, race, and ethnicity. Finally, we suggest directions for research and recommendations for service providers.

scholarly journals EDUCATIONAL ATTAINMENT AND YOUNG ADULT HEALTH IN THE UNITED STATES: DIFFERENCES BY RACE AND GENDER

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S591-S591
Author(s):  
Grace A Noppert
Keyword(s):  
Health Outcome ◽  
The United States ◽  
Adult Health ◽  
Race And Gender ◽  
Logistic Regression Models ◽  
And Gender ◽  
Using Data ◽  
Young Adult Health ◽  
Ethnicity And Gender ◽  
The Relationship

Abstract There is compelling evidence to suggest that educational disparities in health differ by both race and gender. This study examines the relationship between respondents’ education and six health outcomes related to cardiometabolic and inflammatory outcomes using data from Wave IV of the National Longitudinal Study of Adolescent to Adult Health (ages 24-32 years; N = 13,458). We used logistic regression models to examine the relationship between education and the odds of each health outcome. Models were stratified by race and gender. We found that the association between education and each health outcome differed by race/ethnicity and gender. While among whites we observed an association between education and each health outcome, for blacks we observed no such associations. It may be that the benefits of education are particularly salient for those in more structurally advantaged positions, pointing to the continued need to address structural inequalities by both gender and race.

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