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Article
Publication date: 17 May 2022

Amanda J. Brockman, Dara E. Naphan-Kingery and Richard N. Pitt

While science, technology, engineering and math (STEM) postdoctoral scholars often enter their positions with strong science identities, racially marginalized scholars are often…

168

Abstract

Purpose

While science, technology, engineering and math (STEM) postdoctoral scholars often enter their positions with strong science identities, racially marginalized scholars are often not treated as scientists, which can weaken their science identities. This study aims to examine how racial discrimination negatively affects their science identities in STEM and the importance of community recognition in mitigating these effects.

Design/methodology/approach

The authors use reflected appraisals and identity theory to theoretically guide this work. The data are based on a survey of 215 postdoctoral scholars in STEM disciplines.

Findings

The authors find that community recognition mediates the negative relationship between perceived discrimination and postdoctoral scholars’ science identities.

Research limitations/implications

The study shows the importance of recognizing the achievements and identities of underrepresented STEM scholars to counteract the chronic and cumulative identity nonverification that leaves talent unrecognized and disrupts scholars’ science identities.

Originality/value

The authors explore the negative impact of discriminatory experiences on the importance individuals place on their identities as scientists and if this can be affected by the degree to which they feel that other scientists recognize them as competent scientists among a group of scholars who have earned the highest of academic degrees, and who are also relatively understudied: postdocs.

Details

Studies in Graduate and Postdoctoral Education, vol. 13 no. 2
Type: Research Article
ISSN: 2398-4686

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Article
Publication date: 1 November 2021

Ruipeng Tong, Lulu Wang, Lanxin Cao, Boling Zhang and Xiaoyi Yang

Psychosocial factors have received increasing attention regarding significantly influencing safety in the construction industry. This research attempts to comprehensively…

1241

Abstract

Purpose

Psychosocial factors have received increasing attention regarding significantly influencing safety in the construction industry. This research attempts to comprehensively summarize psychosocial factors related to safety performance of construction workers. In the context of coronavirus disease 2019, some typical psychosocial factors are selected to further analyze their influence mechanism of safety performance.

Design/methodology/approach

First, a literature review process was conducted to identify and summarize relevant psychosocial factors. Then, considering the impact of the epidemic, hypotheses on the relationship between six selected psychosocial factors (i.e. work stress, role ambiguity, work–family conflict, autonomy, social support and interpersonal conflict) and safety performance were proposed, and a hypothetical model was developed based on job demands-resources theory. Finally, a meta-analysis was used to examine these hypotheses and the model.

Findings

The results showed these psychosocial factors indirectly influenced workers’ safety performance by impacting on their occupational psychology condition (i.e. burnout and engagement). Work stress, role ambiguity, work–family conflict and interpersonal conflict were negatively related to safety performance by promoting burnout and affecting engagement. Autonomy and social support were positively related to safety performance by improving work engagement and reducing burnout.

Originality/value

This research is the pioneer systematically describing the overall picture of psychosocial factors related to the safety performance of construction workers. Through deeply discussed the mechanism of psychosocial factors and safety performance, it could provide a reference for the theory and application of psychosocial factors in the field of construction safety management.

Details

Engineering, Construction and Architectural Management, vol. 30 no. 2
Type: Research Article
ISSN: 0969-9988

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Article
Publication date: 24 September 2024

Francisca Beroíza-Valenzuela and Natalia Salas-Guzmán

The purpose of this study is to critically analyze the key factors contributing to gender disparities in the science, technology, engineering and mathematics (STEM) fields and…

62

Abstract

Purpose

The purpose of this study is to critically analyze the key factors contributing to gender disparities in the science, technology, engineering and mathematics (STEM) fields and propose creative solutions to mitigate these differences. Despite the significance of this issue, it has not received sufficient attention owing to the absence of clarity regarding the factors that exacerbate the gender gap.

Design/methodology/approach

This study used a qualitative methodology that combined the viewpoints of social psychology and educational research to pinpoint and evaluate essential elements. Using a grounded theory approach, semistructured interviews were analyzed, and the obtained data were coded and categorized using ATLAS.ti software.

Findings

This qualitative research identified three key areas: internal and external factors influencing the gender gap, as well as strategic actions within higher education to address these disparities. The innovative contribution of this study lies in its development of a comprehensive theoretical framework that enables the diagnosis, quantification and understanding of these factors and proposes practical measures to mitigate these gender disparities. By promoting greater gender diversity, the proposed model can contribute to more inclusive and sustainable development, which is consistent with the 2030 agenda.

Originality/value

This study highlights the need for a multidimensional approach to address the gender gap in higher education, fills a crucial knowledge gap and provides a theoretical model to guide effective university policies.

Details

International Journal of Sustainability in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1467-6370

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Article
Publication date: 16 September 2022

Samantha T. Hope, Lisa M. Abrams and David T. Marshall

Teacher residency programs (TRPs) offer an alternative to traditional models of teacher preparation with the aim of developing teachers to work and stay in hard-to-staff schools…

420

Abstract

Purpose

Teacher residency programs (TRPs) offer an alternative to traditional models of teacher preparation with the aim of developing teachers to work and stay in hard-to-staff schools. Research on these extended field placement programs is limited and typically examines program outcomes or the experiences and development of the pre-service teachers, or residents. This study focuses on a relatively unexamined area of TRPs to explore how providing mentoring and coaching supports the professional development of the in-service TRP coaches.

Design/methodology/approach

This study employed a qualitative case study design. Fourteen coaches in an urban teacher residency program were interviewed over a three-year period. Using a semi-structured protocol, participants’ experiences and the influence of program participation were explored.

Findings

Findings revealed that coaches experienced professional growth in their instructional practices and deepened or renewed their commitment to teaching. Program components such as evidence-based observational tools and protocols encouraged reflective practice and (re)evaluation of teaching that contributed to beliefs about improved practice.

Practical implications

In-service teachers experience development in their pedagogical practices and may feel a renewed sense of professional engagement through serving as a coach for a pre-service teacher. Additionally, hard-to-staff schools that partner with TRPs to recruit and develop new teachers may find an added benefit in retaining a greater number of veteran teachers who participate as coaches in residency pre-service education programs.

Originality/value

Much of the teacher residency literature explores the outcomes and experiences of pre-service teacher residents and has little focus on how these programs may benefit TRP coaches. Coaches have an essential role in the implementation and influence of residency programs on pre-service teachers, yet little is understood about how the act of coaching impacts the in-service teacher coach. This article suggests that coaches experience meaningful professional benefits of participation in TRPs and has implications for effective residency program design.

Details

International Journal of Mentoring and Coaching in Education, vol. 11 no. 4
Type: Research Article
ISSN: 2046-6854

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