Anna Woodcock

Patching the Pipeline Reducing Educational Disparities in the Sciences Through Minority Training Programs

For more than 40 years, there has been a concerted national effort to promote diversity among the scientific research community. Yet given the persistent national-level disparity in educational achievements of students from various ethnic and racial groups, the efficacy of these programs has come into question. The current study reports results from a longitudinal study of students supported by a national National Institutes of Health–funded minority training program, and a propensity score matched control. Growth curve analyses using Hierarchical Linear Modeling show that students supported by Research Initiative for Science Excellence were more likely to persist in their intentions to pursue a scientific research career. In addition, growth curve analyses indicate that undergraduate research experience, but not having a mentor, predicted student persistence in science.

Person and Thing Orientations: Psychological Correlates and Predictive Utility

Individuals differ in their orientation toward the people and things in their environment. This has consequences for important life choices. The authors review 15 studies on Person and Thing Orientations (PO-TO) using data from 7,450 participants to establish the nature of the constructs, their external correlates, and their predictive utility. These findings suggest that these two orientations are not bipolar and are virtually independent constructs. They differentially relate to major personality dimensions and show consistent sex differences, whereby women are typically more oriented toward people and men more oriented toward things. Additionally, these orientations influence personal preferences and interests. For university students, PO and TO uniquely predict choice of major and retention within thing-oriented fields (e.g., science and engineering).

Tailored Panel Management A Theory-Based Approach to Building and Maintaining Participant Commitment to a Longitudinal Study

Many psychological processes unfold over time, necessitating longitudinal research designs. Longitudinal research poses a host of methodological challenges, foremost of which is participant attrition. Building on Dillman’s work, we provide a review of how social influence and relationship research informs retention strategies in longitudinal studies. Objective: We introduce the tailored panel management (TPM) approach, which is designed to establish communal norms that increase commitment to a longitudinal study, and this commitment, in turn, increases response rates and buffers against attrition. Specifically, we discuss practices regarding compensation, communication, consistency, and credibility that increase longer term commitment to panel participation. Research design: Throughout the article, we describe how TPM is being used in a national longitudinal study of undergraduate minority science students. TheScienceStudy is a continuing panel, which has 12 waves of data collected across 6 academic years, with response rates ranging from 70% to 92%. Although more than 90% of participants have either left or graduated from their undergraduate degree program, this highly mobile group of people remains engaged in the study. TheScienceStudy has usable longitudinal data from 96% of the original panel. Conclusion: This article combines social psychological theory, current best practice, and a detailed case study to illustrate the TPM approach to longitudinal data collection. The approach provides guidance for other longitudinal researchers, and advocates for empirical research into longitudinal research methodologies.

Diversifying Science Intervention Programs Moderate the Effect of Stereotype Threat on Motivation and Career Choice

Stereotypes influence academic interests, performance, and ultimately career goals. The long-standing National Institutes of Health Research Initiative for Scientific Enhancement (RISE) training program has been shown to be effective at retaining underrepresented minorities in science. We argue that programs such as RISE may alter the experience and impact of stereotype threat on academic achievement goals and future engagement in a scientific career. We report analyses of a national sample comparing RISE students with a propensity score-matched control group over a 6-year period. Mediation analyses revealed that while RISE program membership did not buffer students from stereotype threat, it changed students’ downstream responses and ultimately their academic outcomes. Nonprogram students were less likely than RISE students to persist in the sciences, partially because feelings of stereotype threat diminished their adoption of mastery goals. We discuss how these findings inform stereotype threat and goal orientation theories and provide insight into the success of intervention programs.

Forging Links With the Self to Combat Implicit Bias

Two experiments examined whether Whites’ implicit biases toward Blacks could be reduced by conditioning links between Blacks and the self. Via a computer-mediated experience, White participants were assigned to the same (minimal) group as several Black individuals and practiced classifying photographs as “MY GROUP” or “OTHER GROUP.” Subsequent performance on implicit prejudice and stereotyping measures was compared to a control condition and another condition involving extensive counterstereotype conditioning. Across experiments, the link to self strategy significantly reduced implicit prejudice, relative to the control condition, and to the same extent as the counterstereotype conditioning condition. Process dissociation analyses revealed that these effects corresponded with a reduction in the automatic activation of biased associations. Counterstereotype conditioning also reduced implicit stereotyping, but the link-to-self strategy did not. These findings extend prior work on the reduction of implicit biases and highlight the importance of comparing implicit bias strategies across different types of bias measures.

Undergraduate Research Experiences Broaden Diversity in the Scientific Workforce

New data highlight the importance of undergraduate research experiences (UREs) for keeping underrepresented science students on the pathway to a scientific career. We used a large-scale, 10-year, longitudinal, multi-institutional, propensity-score-matched research design to compare the academic performance and persistence in science of students who participated in URE(s) with those of similar students who had no research experience. Our results showed that students who completed 10 or more hours of cocurricular, faculty-mentored research per week across two or more academic semesters or summers were significantly more likely to graduate with a science-related bachelor’s degree, to be accepted into a science-related graduate training program, and to be training for or working in the scientific workforce 6 years after graduation. Importantly, the findings show that just having a URE was not enough to influence persistence in science; it required a commitment of 10 or more hours per week over two or more semesters of faculty-mentored research.

Protégé Perceptions of High Mentorship Quality Depend on Shared Values More Than on Demographic Match

Mentoring, particularly same-gender and same-race mentoring, is increasingly seen as a powerful method to attract and retain more women and racial minorities into science, technology, engineering, and mathematics (STEM) education and careers. This study examines elements of a mentoring dyad relationship (i.e., demographic and perceived similarity) that influence the quality of mentorship, as well as the effect of mentorship on STEM career commitment. A national sample of African American undergraduates majoring in STEM disciplines were surveyed in their senior year. Overall, perceived similarity, rather than demographic similarity, was the most important factor associated with protégé perceptions of high quality mentorship and high quality mentoring was in turn associated with higher commitment to STEM careers. We discuss the implications for mentoring underrepresented students and broadening participation in STEM.ABSTRACT Mentoring, particularly same-gender and same-race mentoring, is increasingly seen as a powerful method to attract and retain more women and racial minorities into science, technology, engineering, and mathematics (STEM) education and careers. This study examines elements of a mentoring dyad relationship (i.e., demographic and perceived similarity of values) that influenced the perceived quality of mentorship, as well as the effect of mentorship on STEM career commitment. A national sample of African American undergraduates majoring in STEM disciplines were surveyed in their senior year. Overall, perceived similarity, rather than demographic similarity of values, was the most important factor associated with protégé perceptions of high-quality mentorship, which in turn was associated with higher commitment to STEM careers. We discuss the implications for mentoring underrepresented students and broadening participation in STEM.

Engineering Student’s Ethical Awareness and Behavior: A New Motivational Model

Professional communities are experiencing scandals involving unethical and illegal practices daily. Yet it should not take a national major structure failure to highlight the importance of ethical awareness and behavior, or the need for the development and practice of ethical behavior in engineering students. Development of ethical behavior skills in future engineers is a key competency for engineering schools as ethical behavior is a part of the professional identity and practice of engineers. While engineering educators have somewhat established instructional methods to teach engineering ethics, they still rely heavily on teaching ethical awareness, and pay little attention to how well ethical awareness predicts ethical behavior. However the ability to exercise ethical judgement does not mean that students are ethically educated or likely to behave in an ethical manner. This paper argues measuring ethical judgment is insufficient for evaluating the teaching of engineering ethics, because ethical awareness has not been demonstrated to translate into ethical behavior. The focus of this paper is to propose a model that correlates with both, ethical awareness and ethical behavior. This model integrates the theory of planned behavior, person and thing orientation, and spheres of control. Applying this model will allow educators to build confidence and trust in their students’ ability to build a professional identity and be prepared for the engineering profession and practice.

Distress tolerance is linked to unhealthy eating through pain catastrophizing

Low distress tolerance, an important component of emotion regulation, is a risk factor for unhealthy eating. Identifying factors which explain the link between distress tolerance and unhealthy eating can advance the understanding of problematic eating and inform prevention and treatment of obesity and eating disorders. The present study examines pain catastrophizing as a mediator between distress tolerance and unhealthy eating in a nonclinical population, which has received little attention despite being a risk factor for unhealthy eating behaviors. The Distress Tolerance Scale (DTS), Pain Catastrophizing Scale (PCS), and the Dutch Eating Behavior Questionnaire (DEBQ), were administered to 171 college students (62.6% female, 38.6% White, 28.1% Hispanic). There was no evidence of a significant direct effect of distress tolerance on unhealthy eating. However, as hypothesized, there was a significant indirect or mediated effect of pain catastrophizing on the relationship between distress tolerance and unhealthy eating. Individuals low in distress tolerance reported higher pain catastrophizing, and a result, these individuals also reported higher levels of unhealthy eating. These findings introduce pain catastrophizing as an influential variable in the link between distress tolerance and unhealthy eating. Findings suggest that reducing catastrophic thinking about pain may be a worthy target of intervention in reducing unhealthy eating.

Marijuana use among adolescent multiple tobacco product users and unique risks of dual tobacco and marijuana use

BACKGROUND Adolescence is a peak time for uptake of both tobacco and marijuana (dual use). This study aimed to identify clusters of lifetime tobacco and marijuana use patterns and associated risk factors, and to determine whether dual tobacco and marijuana use is uniquely associated with greater risk than use of either tobacco or marijuana alone. METHOD High school students participated in a survey during Fall 2014 (N = 976; 68% Hispanic; 57% parental education < high school). Items from national youth surveys were used to measure lifetime and current use of tobacco products, marijuana, alcohol, drug use, and other risk behaviors, and literature-based surveys were used to measure psychological constructs. RESULTS Latent Class Analysis identified three clusters of lifetime tobacco use patterns (no tobacco, one or two products, and more than two products), each with a correspondingly distinct profile of risk behaviors; risk escalated with use of more tobacco products. Multinomial modeling characterized personal, environmental, and behavioral correlates of dual lifetime tobacco and marijuana use, including lower parental monitoring, lower grades, higher guilt, higher lifetime alcohol and drug use, and more substance use by friends, in reference to single lifetime use of either tobacco or marijuana. CONCLUSION Broader use of tobacco (i.e., more products) was associated with numerous risk factors. Dual lifetime use of tobacco and marijuana was associated with numerous risks compared to single use of either tobacco or marijuana. Longitudinal work is needed to understand temporal relationships between risk variables to determine optimal timing for interventions to reduce harmful behaviors.