A remote lecture series roadmap to equity, diversity, and inclusion in STEM

Within a year of the shutdowns caused by the COVID-19 pandemic, virtual meetings transformed from an auxiliary service to an essential work platform for hundreds of millions of people worldwide. Universities rapidly accelerated adoption of virtual platforms for remote conferences, classes, and seminars amidst a second crisis testing institutional commitment to the principles of equity, diversity, and inclusion. Here we present thorough guidelines for drawing out hope from the Pandora's box of virtual programming now open to the world. We review milestones from our first year organizing the Diversity and Science Lecture series (DASL) and explore insights into equity, diversity, and inclusion in STEM gleaned from hosted speakers' talk content. Nearly every speaker highlighted the importance of social or interpersonal support to their career progression, and three-fifths of speakers commented on race or ethnicity. Other recurring topics each received attention from a minority of speakers: immigrant identity, gender identity, mental health, sexual minorities, disability, and rural or agricultural background. We conclude with generalizable advice on creating new remote lecture series that benefit executive team members, speakers, and attendees. Our success with DASL demonstrates that community building and knowledge sharing can flourish under a remote lecture framework.

Towards and understanding of the immigrant experience: Social-cognitive processes of identity development during cultural transition

<p>In a highly globalized world, where more than 200 million people are living as international migrants (OECD, 2013), continuously confronting and negotiating the demands of at least two different cultures, there is a growing need to understand how cultural transition affects the identity of immigrants and explore the factors that can potentially contribute to the development of a positive, coherent, and consolidated immigrant identity. The current research programme integrates aspects of developmental and cross-cultural theory to gain a deeper insight in to the dynamics of identity formation and the processes involved in identity reconstruction during cultural transition from the very early stages of acculturation. Drawing from previous work on identity styles by Berzonsky (1989, 2011), chapter two introduces a new version of the Identity Style Inventory assessing social-cognitive information processing strategies during cultural transition (ISI-CT). The ISI-CT incorporates five distinct identity styles (analytical informational, exploratory informational, normative to the country of origin, normative to the host society, and diffuse-avoidant) and a measure of identity commitment. Three studies are presented reporting the construction of the ISI-CT and the examination of its factorial structure (study 1 and study 2), the convergent and discriminant validity of the assessment tool (study 1), and longitudinal relationships among subscales (study 3). Chapter three extends Berzonsky’s theorizing to acculturation research and tests a model of identity development with a diverse sample of newly arrived immigrants (N = 218). Results indicate that social-cognitive identity processing styles facilitate both positive and negative pathways to immigrant identity outcomes and highlight the central role of identity commitment during acculturation identity crises. In chapter four is presented a six-month longitudinal study that investigates the appraisal (threat or challenge) of identity stress in immigrants, the capacity of identity processing styles in reducing the negative effects of acculturative identity stress, and the prediction of psychological adjustment over time. Longitudinal interaction effects revealed that the analytical and exploratory informational styles enhanced the positive effects of challenge appraisal on psychological adjustment over time. In contrast, styles involving avoidance and normative orientation to one’s country of origin dampened the positive effects of challenge appraisal on psychological adjustment six months later. In sum, the series of studies reported in the present thesis draw attention to the central role of social-cognitive identity styles in terms of identity development, acculturative stress management, and long-term psychological adaptation of recent immigrants. The findings of the research programme have important implications for acculturation theory and research by highlighting the benefits of the developmental approach in the understanding of the immigrant experience. In addition, potential avenues for applications and future research are discussed.</p>

Towards and understanding of the immigrant experience: Social-cognitive processes of identity development during cultural transition

<p>In a highly globalized world, where more than 200 million people are living as international migrants (OECD, 2013), continuously confronting and negotiating the demands of at least two different cultures, there is a growing need to understand how cultural transition affects the identity of immigrants and explore the factors that can potentially contribute to the development of a positive, coherent, and consolidated immigrant identity. The current research programme integrates aspects of developmental and cross-cultural theory to gain a deeper insight in to the dynamics of identity formation and the processes involved in identity reconstruction during cultural transition from the very early stages of acculturation. Drawing from previous work on identity styles by Berzonsky (1989, 2011), chapter two introduces a new version of the Identity Style Inventory assessing social-cognitive information processing strategies during cultural transition (ISI-CT). The ISI-CT incorporates five distinct identity styles (analytical informational, exploratory informational, normative to the country of origin, normative to the host society, and diffuse-avoidant) and a measure of identity commitment. Three studies are presented reporting the construction of the ISI-CT and the examination of its factorial structure (study 1 and study 2), the convergent and discriminant validity of the assessment tool (study 1), and longitudinal relationships among subscales (study 3). Chapter three extends Berzonsky’s theorizing to acculturation research and tests a model of identity development with a diverse sample of newly arrived immigrants (N = 218). Results indicate that social-cognitive identity processing styles facilitate both positive and negative pathways to immigrant identity outcomes and highlight the central role of identity commitment during acculturation identity crises. In chapter four is presented a six-month longitudinal study that investigates the appraisal (threat or challenge) of identity stress in immigrants, the capacity of identity processing styles in reducing the negative effects of acculturative identity stress, and the prediction of psychological adjustment over time. Longitudinal interaction effects revealed that the analytical and exploratory informational styles enhanced the positive effects of challenge appraisal on psychological adjustment over time. In contrast, styles involving avoidance and normative orientation to one’s country of origin dampened the positive effects of challenge appraisal on psychological adjustment six months later. In sum, the series of studies reported in the present thesis draw attention to the central role of social-cognitive identity styles in terms of identity development, acculturative stress management, and long-term psychological adaptation of recent immigrants. The findings of the research programme have important implications for acculturation theory and research by highlighting the benefits of the developmental approach in the understanding of the immigrant experience. In addition, potential avenues for applications and future research are discussed.</p>

Ethnic Identity in American History and America’s Exceptional Religiosity: Theory and Some Evidence

Why is religiosity in contemporary America exceptionally high relative to those in other rich countries? I develop a simple theory that hinges on the sense of security of immigrant-identity, which is informed by both religion and ethnicity. Commitments to religion and to ethnicity are complementary in the determination of identity, and immigrants consciously invest in the endogenous component of their sense of identity through the actions they choose (like socialising with an ethnic group or performing religious activities). I demonstrate that the level of religiosity increases with the extent of ethnic fractionalisation in the society. I offer some empirical evidence for the theory using contemporary cross-sectional data from the 50 states of the US. I test this theory against two alternative theories that have been offered to explain the high American religiosity. I find a robust positive and statistically significant correlation between religiosity and state-level ethnic fractionalisation. When tested with world data, the model is rejected — lending further support for the claim that America’s religiosity derives from its unique history of exceptionally high and ethnically diverse immigration.

Buddhism in Australia

Buddhism comprised 2.4 percent of the Australian population at the most recent census in 2016. While reflection on Buddhism’s growth in Australia is recorded as early as 1961, the first major body of work in the field was documentation of the early history in Buddhism in Australia, 1848–1988 (Croucher 1989 [cited under History]). The study of Buddhism in Australia has grown since the 1990s, with a small number of books and academic theses now available. An edited volume, Buddhism in Australia: Traditions in Change (Rocha and Barker 2011) [cited under Overviews]) provides a significant addition in showcasing a broad range of work from researchers and leading teachers. “Bibliography: Buddhism in Australia” (Fitzpatrick, et al. 2012 [cited under History]) provides a bibliography of all the works in the field that records more than ninety academic publications and forty other resources. A total of forty of these were completed between 2003 and 2012, and it would be reasonable to assume that approximately forty more have been added from 2012 to 2021, suggesting that there are now more than 175 studies relevant to this field. This review of key works in the field focuses on five areas: Overviews, History, Major Schools, Buddhist Identity, and Expressions of Buddhism. The history section ranges from historical overviews to community profiles, culminating in the exploration in “The Buddhist Council of Victoria and the Challenges of Recognizing Buddhism as a Religion in Australia” (Cousens 2011 [cited under History]) on the efforts to encourage government recognition of Buddhism as a designated religion in Australia. As for many countries in Europe and North America, a wide range of Buddhist schools took root through various means, and examination of these has increased to enable the section on major schools to encompass at least one work on most major traditions, often by researchers who are also practitioners. Consideration of the diversity of Buddhist traditions represented in Australia leads into the section Buddhist Identity, which includes studies on both immigrant identity and conversion in relation to Buddhist practice. The final section contains references dealing with how aspects of Buddhist teachings have been expressed in practice, including feminism, engaged Buddhism, and incorporation into Australian education systems. “Women and Ultramodern Buddhism in Australia” (Halafoff, et al. 2018 [cited under Expressions of Buddhism]) provides a valuable update and new perspective on the role of women in Australian Buddhist history, and The Buddha Is in the Street: Engaged Buddhism in Australia (Sherwood 2003 [cited under Expressions of Buddhism]) illustrates expressions of engaged Buddhism in the Australian context.

Mexican-Origin Women’s Construction and Navigation of Racialized Identities: Implications for Health Amidst Restrictive Immigrant Policies

This study examines how Mexican-origin women construct and navigate racialized identities in a post-industrial northern border community during a period of prolonged restrictive immigration and immigrant policies, and considers mechanisms by which responses to racialization may shape health. This grounded theory analysis involves interviews with 48 Mexican-origin women in Detroit, Michigan, who identified as being in the first, 1.5, or second immigrant generation. In response to institutions and institutional agents using racializing markers to assess their legal status and policing access to health-promoting resources, women engaged in a range of strategies to resist being constructed as an “other.” Women used the same racializing markers or symbols of (il)legality that had been used against them as a malleable set of resources to resist processes of racialization and form, preserve, and affirm their identities. These responses include constructing an authorized immigrant identity, engaging in immigration advocacy, and resisting stigmatizing labels. These strategies may have different implications for health over time. Findings indicate the importance of addressing policies that promulgate or exacerbate racialization of Mexican-origin communities and other communities who experience growth through migration. Such policies include creating pathways to legalization and access to resources that have been actively invoked in racialization processes such as state-issued driver’s licenses.

Immigrant Identity and Experiences in U.S. Higher Education Research: A Systematic Review

As immigrant students continue to enter the U.S. educational pipeline at growing rates, it has become increasingly important for researchers, practitioners, and policymakers to understand these students’ pathways into and through college as well as the factors impacting their success. Using a systematic review, this analysis provides a comprehensive understanding of how global mobility shapes and is shaped by U.S. higher education, particularly in how immigrant identity and immigrants’ experiences are depicted in U.S. higher education scholarship.

“Mexicans Built This Neighborhood!” Gentrification, Organizations, and the Role of Place-Based Identity in Latinx Chicago

This exploratory study draws on qualitative interviews to investigate respondents’ perspectives about gentrification in their Chicago neighborhood. Prior research has demonstrated that place-based networks are crucial for the well-being of low-income and immigrant urban residents. A parallel though a previously disparate thread of research discusses the negative impacts of gentrification on long-term residents. I find that residents underscore concerns about their neighborhood’s decreasing affordability, as well as the impending loss of their neighborhood’s local Latinx immigrant identity, as central issues for their community. For residents, “place”, vis-á-vis the neighborhood identity, was central to their own construction of ethnic identity. Concurrently, I find that community organizers viewed place-based changes associated with gentrification as nonstrategic for their organization, whose operations have evolved “beyond the neighborhood”, and endeavor to meet the needs of low-income ethnic Latinx populations across the metropolitan region. I conclude that scholars of both ethnic identity and those studying urban inequalities may benefit from taking a place-centered approach in addressing the gentrification, community organizing, and residential displacement occurring within Latinx communities.