Overview

Looks at the representation of women and ethnic minorities entering and completing programs in science, technology, engineering, and mathematics (STEM) The articles contained in this issue represent cutting-edge research by some of the top researchers in social psychology, developmental psychology, education, and medical sciences The articles cover broad ground with regard to topic of study, age focus, methodology, and level of analysis The research contained in the issue has the potential to have an impact on policy and program development and serves as a catalyst for further thinking on this important social issue

Full Product Details

Author:   Moin Syed ,  Martin M. Chemers ,  Sheri R. Levy (Columbia University)
Publisher:   John Wiley and Sons Ltd
Imprint:   Wiley-Blackwell
Volume:   Volume 67, Number 3
Dimensions:   Width: 15.20cm , Height: 1.30cm , Length: 22.90cm
Weight:   0.322kg
ISBN:  

9781118245217

ISBN 10:   1118245210
Pages:   500
Publication Date:   05 December 2011
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Out of stock  
The supplier is temporarily out of stock of this item. It will be ordered for you on backorder and shipped when it becomes available.

Table of Contents

FOREWORD Foreword: Pursuing Effective Integrated Education    Claude M. Steele SECTION I: INTRODUCTION Ethnic Minorities and Women in STEM: Casting a Wide Net to Address a Persistent Social Problem   Moin Syed and Martin M. Chemers SECTION II: INDIVIDUAL REACTIONS: SOURCES, MEDIATORS AND OUTCOMES Identity and Academic Success among Underrepresented Ethnic Minorities: An Interdisciplinary Review and Integration Moin Syed, Margarita Azmitia, and Catherine R. Cooper The Role of Efficacy and Identity in Science Career Commitment Among Underrepresented Minority Students    Martin M. Chemers, Eileen L. Zurbriggen, Moin Syed, Barbara K. Goza, and Steve Bearman How Women Cope: Being a Numerical Minority in a Male-Dominated Profession   Laura Smart Richman, Michelle vanDellen, and Wendy Wood Assessing the Role of Gender Rejection Sensitivity, Identity, and Support on the Academic Engagement of Women in Nontraditional Fields using Experience Sampling Methods   Bonita London, Lisa Rosenthal, and Angel Gonzalez SECTION III: INSTITUTIONAL EFFORTS: BARRIERS AND OPPORTUNITIES Ethnic and Generational Differences in the Relations between Social Support and Academic Achievement across the High School Years   Melissa R. Witkow and Andrew J. Fuligni “We Do Science Here”: Underrepresented Students’ Interactions with Faculty in Different College Contexts   Sylvia Hurtado, M. Kevin Eagan, Minh C. Tran, Christopher B. Newman, Mitchell J. Chang, and Paolo Velasco SECTION IV: INTERVENTION STRATEGIES: ALIGNING AMBITIONS AND MENTORING Design of an Intervention to Promote Entry of Minority Youth into Clinical Research Careers by Aligning Ambition: The TEACH (Training Early Achievers for Careers in Health) Research Program Vineet Arora, Barbara Schneider, Rebecca Thal, and David Meltzer Processes and Outcomes of a Mentoring Program for Latino College Freshmen   Jean S. Phinney, Cidhinnia M. Torres Campos, Delia M. Padilla Kallemeyn, and Chami Kim Matching by Race and Gender in Mentoring Relationships: Keeping our Eyes on the Prize   Stacy Blake-Beard, Melissa L. Bayne, Faye J. Crosby, and Carol B. Muller SECTION V: COMMENTARY Understanding Educational and Occupational Choices Jacquelynne S. Eccles SECTION VI: 2010 KURT LEWIN AWARD Introduction to Mark Zanna’s SPSSI Kurt Lewin Award Address Faye J. Crosby While Waiting for Nature to Take Her Course: There’s Nothing So Practical as a Good...Design Mark P. Zanna

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Author Information

Moin Syed is an Assistant Professor of Psychology at the University of Minnesota, Twin Cities. His research is broadly concerned with identity development among ethnically and culturally-diverse adolescents and emerging adults, with particular focus on the development of multiple personal and social identities (e.g., ethnicity, social class, and gender) and the implications of identity development for educational experiences and career orientation. Martin M. Chemers received a Ph.D in Social Psychology from the University of Illinois, Urbana. He is presently Professor Emeritus and Research Professor of Psychology at the University of California, Santa Cruz. His current research is supported by the National Institutes of Health and is focused on understanding and developing the individual and institutional changes needed to increase the number of under-represented minorities in STEM education and careers.

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