‘Speaking Truth’ Protects Underrepresented Minorities’ Intellectual Performance and Safety in STEM

We offer and test a brief psychosocial intervention, Speaking Truth to EmPower (STEP), designed to protect underrepresented minorities’ (URMs) intellectual performance and safety in science, technology, engineering, and math (STEM). STEP takes a ‘knowledge as power’ approach by: (a) providing a tutorial on stereotype threat (i.e., a social contextual phenomenon, implicated in underperformance and early exit) and (b) encouraging URMs to use lived experiences for generating be-prepared coping strategies. Participants were 670 STEM undergraduates [URMs (Black/African American and Latina/o) and non-URMs (White/European American and Asian/Asian American)]. STEP protected URMs’ abstract reasoning and class grades (adjusted for grade point average [GPA]) as well as decreased URMs’ worries about confirming ethnic/racial stereotypes. STEP’s two-pronged approach—explicating the effects of structural ‘isms’ while harnessing URMs’ existing assets—shows promise in increasing diversification and equity in STEM

Stereotypes Disrupt Probabilistic Category Learning

Racial stereotypes exert pernicious effects on decision-making and behavior, yet little is known about how stereotypes disrupt people’s ability to learn new associations. The current research interrogates a fundamental question about the boundary conditions of probabilistic learning by examining whether and how new learning is influenced by pre-existing associations. Across three experiments, participants learned the probabilistic outcomes of different card combinations based on feedback in either a social (e.g., forecasting crime) or nonsocial (e.g., forecasting weather) learning context. During learning, participants were presented with either task-irrelevant social (i.e., Black or White faces) or non-social (i.e., darker or lighter clouds) stimuli that were stereotypically congruent or incongruent with the social and nonsocial learning context. Participants exhibited learning disruptions in the social compared to nonsocial learning context, despite repeated instructions that the social and non-social stimuli were unrelated to the outcome (Studies 1-2). We also found no differences in learning disruptions when participants learned in the presence of negatively- (Black and criminal) or positively-valenced stereotypes (Black and athletic; Study 3). Finally, we tested whether learning decrements were due to “first order” stereotype application or inhibition at the trial-level, or due to “second order” cognitive load disruptions that accumulate across trials (Aggregated Analysis). We found no evidence of first order disruptions and instead found evidence for second-order disruptions: participants who were more internally motivated to respond without prejudice, and thus more likely to self-monitor their responses, learned less accurately over time. We discuss the implications for the influence of stereotypes on learning and memory

Inhibition of Cysteine Proteases by 6,6′-Dihydroxythiobinupharidine (DTBN) from Nuphar lutea

The specificity of inhibition by 6,6′-dihydroxythiobinupharidine (DTBN) on cysteine proteases was demonstrated in this work. There were differences in the extent of inhibition, reflecting active site structural-steric and biochemical differences. Cathepsin S (IC50 = 3.2 μM) was most sensitive to inhibition by DTBN compared to Cathepsin B, L and papain (IC50 = 1359.4, 13.2 and 70.4 μM respectively). DTBN is inactive for the inhibition of Mpro of SARS-CoV-2. Docking simulations suggested a mechanism of interaction that was further supported by the biochemical results. In the docking results, it was shown that the cysteine sulphur of Cathepsin S, L and B was in close proximity to the DTBN thiaspirane ring, potentially forming the necessary conditions for a nucleophilic attack to form a disulfide bond. Covalent docking and molecular dynamic simulations were performed to validate disulfide bond formation and to determine the stability of Cathepsins-DTBN complexes, respectively. The lack of reactivity of DTBN against SARS-CoV-2 Mpro was attributed to a mismatch of the binding conformation of DTBN to the catalytic binding site of Mpro. Thus, gradations in reactivity among the tested Cathepsins may be conducive for a mechanism-based search for derivatives of nupharidine against COVID-19. This could be an alternative strategy to the large-scale screening of electrophilic inhibitors

When an “Educated” Black Man Becomes Lighter in the Mind’s Eye

We offer novel evidence that a Black man appears lighter in the mind’s eye following a counter-stereotypic prime, a phenomenon we refer to as skin tone memory bias. In Experiment 1, participants were primed subliminally with the counter-stereotypic word educated or with the stereotypic word ignorant, followed by the target stimulus of a Black man’s face. A recognition memory task for the target’s face and six lures (skin tone variations of ±25%, ±37%, and ±50%) revealed that participants primed with “educated” exhibited more memory errors with respect to lighter lures—misidentifying even the lightest lure as the target more often than counterparts primed with “ignorant.” This skin tone memory bias was replicated in Experiment 2. We situate these findings in theorizing on the mind’s striving for cognitive consistency. Black individuals who defy social stereotypes might not challenge social norms sufficiently but rather may be remembered as lighter, perpetuating status quo beliefs

The Influence of Microaffirmations on Undergraduate Persistence in Science Career Pathways

The present studies aimed to advance the measurement and understanding of microaffirmation kindness cues and assessed how they related to historically underrepresented (HU) and historically overrepresented (HO) undergraduate student persistence in science-related career pathways. Study 1 developed and tested the dimensionality of a new Microaffirmations Scale. Study 2 confirmed the two-factor structure of the Microaffirmations Scale and demonstrated that the scale possessed measurement invariance across HU and HO students. Further, the scale was administered as part of a longitudinal design spanning 9 months, with results showing that students' reported microaffirmations did not directly predict higher intentions to persist in science-related career pathways 9 months later. However, scientific self-efficacy and identity, measures of student integration into the science community, mediated this relationship. Overall, our results demonstrated that microaffirmations can be measured in an academic context and that these experiences have predictive value when they increase students' integration into their science communities, ultimately resulting in greater intentions to persist 9 months later. Researchers and practitioners can use the Microaffirmations Scale for future investigations to increase understanding of the positive contextual factors that can ultimately help reduce persistence gaps in science, technology, engineering, and mathematics degree attainment

Enabling full representation in science: the San Francisco BUILD project’s agents of change affirm science skills, belonging and community

Abstract Background The underrepresentation of minority students in the sciences constrains innovation and productivity in the U.S. The SF BUILD project mission is to remove barriers to diversity by taking a “fix the institution” approach rather than a “fix the student” one. SF BUILD is transforming education, research, training, and mentoring at San Francisco State University, a premiere public university that primarily serves undergraduates and ethnic minority students. It boasts a large number of faculty members from underrepresented groups (URGs), including many of the project leaders. These leaders collaborate with faculty at the University of California San Francisco (UCSF), a world-class medical research institution, to implement SF BUILD. Key highlights Together, the campus partners are committed to creating intellectually safe and affirming environments grounded in the Signaling Affirmation for Equity (SAFE) model, which is based on robust psychosocial evidence on stereotype threat and its consequences. The SAFE model dictates a multilevel approach to increasing intent to pursue a biomedical career, persistence in STEM fields, and productivity (e.g. publications, presentations, and grants) by implementing transformative activities at the institutional, faculty, and student levels. These activities (1) increase knowledge of the stereotype threat phenomenon; (2) affirm communal and altruistic goals of students and faculty to “give back” to their communities in classrooms and research activities; and (3) establish communities of students, faculty and administrators as “agents of change.” Agents of change are persons committed to establishing and maintaining SAFE environments. In this way, SF BUILD advances the national capacity to address biomedical questions relevant to communities of color by enabling full representation in science. Implications This chapter describes the theoretical and historical context that drive the activities, research and evaluation of the SF BUILD project, and highlights attributes that other institutions can use for institutional change. While this paper is grounded in psychosocial theory, it also provides practical solutions for broadening participation