Engagement in a Community-Based Integral Practice Program Enhances Well-being

This project examined associations between engagement in a community-based integral practice program and measures of health and well-being. In this prospective withinsubjects uncontrolled cohort study, 53 participants of Integral Transformative Practice (ITP), a program that incorporates movement, nutritional and exercise recommendations, affirmations, contemplative introspection, theory and philosophy, and group discussions and activities, were followed over one year. Participants completed online questionnaires upon enrollment, at six months, and one year later. Repeated measures analyses showed that participants reported improved overall health and reduced symptoms of ill health, as well as increased psychological well-being, vitality, and quality of life over the course of the year. Greater involvement in the practice community predicted better psychological well-being, increased quality of life, and greater self-transcendence. Self-transcendence mediated the relationship between level of ITP involvement and psychological well-being outcomes, and predicted physical health outcomes, suggesting that this construct may be important to the effectiveness of participating in wellness interventions

Improving Underrepresented Minority Student Persistence in STEM.

Members of the Joint Working Group on Improving Underrepresented Minorities (URMs) Persistence in Science, Technology, Engineering, and Mathematics (STEM)-convened by the National Institute of General Medical Sciences and the Howard Hughes Medical Institute-review current data and propose deliberation about why the academic "pathways" leak more for URM than white or Asian STEM students. They suggest expanding to include a stronger focus on the institutional barriers that need to be removed and the types of interventions that "lift" students' interests, commitment, and ability to persist in STEM fields. Using Kurt Lewin's planned approach to change, the committee describes five recommendations to increase URM persistence in STEM at the undergraduate level. These recommendations capitalize on known successes, recognize the need for accountability, and are framed to facilitate greater progress in the future. The impact of these recommendations rests upon enacting the first recommendation: to track successes and failures at the institutional level and collect data that help explain the existing trends

‘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

Data from: 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 that participated in URE(s) compared to similar students that had no research experience. Results showed that students who completed 10-or-more hours of co-curricular 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, be accepted into a science-related graduate training program, and be training for or working in the scientific workforce six years after graduation. Importantly, the findings show that just having an 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