STEM Inqueery: How Communion and Feminine Gender Expression Affects LGBTQ Individuals Pursuing STEM

Previous research has examined why some US students, Black, Latinx, and women are underrepresented in science, technology, engineering, and mathematics (STEM). However, at least 7.1% lesbian, gay, bisexual, transgender, and queer (LGBTQ) individuals live in the US, so what about the LGBTQ community pursuing STEM? We know that STEM careers are stereotypically seen as agentic and masculine instead of communal and feminine although LGBTQ individuals desire community within STEM and want to express their femininity. The current study examines how perceived communal opportunities in STEM and feminine gender expression are related to feelings of belonging and motivation to pursue STEM. Across a sample of university students (Study 1) and a sample of participants recruited through MTurk (Study 2), we found that LGBTQ individuals and non-LGBTQ women expressed less belonging in STEM than non-LGBTQ men (Study 1, 2). Further, LGBTQ individuals who were more open about their identity expressed more belonging in STEM (Study 1). Path analysis models show the relationships between communal opportunities, femininity, expectations for success in STEM, belonging in STEM, and motivation to pursue STEM. We found that LGBTQ individuals\u27 femininity (Study 1) was negatively while communal opportunities (Study 2) were positively related to belonging in STEM; further, belonging in STEM positively predicted motivation to pursue STEM (Study 1, 2). Uniquely for non-LGBTQ women, perceived communal opportunities (Study 1, 2) were positively and femininity (Study 2) was negatively related to expectations for success in STEM; expectations for success in STEM positively predicted motivation to pursue STEM (Study 1). We discuss the importance of integrating more communion and femininity into STEM to bolster LGBTQ individuals pursuing STEM

STEM Inqueery: How Communion and Femininity Affects LGBTQ Individuals’ Belonging in STEM that Affects Their Motivation to Pursue STEM

Despite the growth in science, technology, engineering, and mathematics (STEM) fields in the United States, only 60% of STEM majors complete their degrees. Although STEM is stereotyped as a cis (same gender as birth), straight male, agentic (self-focused), and not communal (other-oriented) field, the inclusion of communion in STEM boosts STEM motivation. Since LGBTQ students highly value communion and LGB(T)Q students are less likely than non-LGB(T)Q students to stay in STEM, we explored whether LGBTQ individuals’ desire for communal opportunities or feminine gender expression shapes their belonging or expectations for success in STEM which in turn affects their (future) motivation to pursue STEM. We collected data from 204 participants (125 non-LGBTQ women, 79 LGBTQ individuals) at University of North Florida. For LGBTQ individuals, their feminine gender expression negatively affected their belonging in STEM, which positively affected their (future) motivation to pursue STEM. While for non-LGBTQ women and LGBTQ individuals, perceived communal opportunities within STEM positively affected expectations for success in STEM, and subsequently positively affected their (future) motivation to pursue STEM. In conclusion, feminine expression was only a factor for LGBTQ individuals, not non-LGBTQ women, and only with the belonging path; communal opportunities was only predictive for the expectations for success path. We are going to explore this model in our second study. Audio Playe

Regulatory Theater: How Investor-Owned Utilities and Captured Oversight Agencies Perpetuate Environmental Racism

It is well-documented that fossil fuel infrastructure—and its attendant health and safety effects—is disproportionately located in and near Black, Brown, and low-income communities. This Article explores the role of a key administrative proceeding—the utility “rate case”—in facilitating this inequitable distribution of environmental burdens. In theory, the utility rate case process enables regulatory oversight of proposed changes in gas and electric utility companies’ fees and investments. But in an energy system centered on investor-owned monopoly utilities, the rate case process is the mechanism by which these companies ensure their continued ability to secure profits at the expense of a captive market. Using as a case study the efforts of investor-owned utility National Grid to build a massive gas pipeline and associated Liquefied Natural Gas infrastructure in Brooklyn, New York, this Article contends that utility rate cases in New York State are characterized by procedural injustice. Specifically, public notice requirements are woefully insufficient; utility companies have the power to set the rate case agenda and frame the terms of the debate about their proposed fees and investments; utility companies are often in exclusive possession of key information; affected communities lack the time, resources, and technical expertise to meaningfully participate in rate case proceedings; and rate case proceedings are driven by “regulatory capture,” that is, utility companies’ manipulation of the regulatory agencies charged with overseeing them. By failing to ensure the full and informed involvement of communities in energy decisions that profoundly affect them, utility rate case proceedings effectively amount to regulatory theater. This procedural injustice facilitates the inequitable distribution of environmental harms resulting from the activities of the utility sector. But attempts to rectify these procedures cannot cure the deeper problem of which procedural injustice is merely a symptom: the private, profit-driven utility model at the heart of our energy system. Such a model is fundamentally incompatible with environmental and energy justice and must be replaced with an alternative, publicly owned energy system

Use of focused intensive care echo in the diagnosis of primary cardiac angiosarcoma

Open Access via the Jisc Wiley agreementPeer reviewedPublisher PD

STEM Inqueery: How Belonging in STEM Might Differ Depending on LGBTQ Identities and Identity Openness

Science, technology, engineering, and mathematics (STEM) studies have investigated gender (women versus men; Kim et al., 2018), race (Latinx and Black; Unfried et al., 2015), and culture differences (Asian versus American; Brown et al., 2018); however, few studies have looked at the lesbian, gay, bisexual, transgender, and queer (LGBTQ) community (Stout & Wright, 2016). STEM has been stereotyped as a cis (same gender as birth) straight male field (Miller et al., 2020); STEM is viewed as an agentic (self-focused, achievement-oriented) field and lacking communal (other-oriented) opportunities (Diekman et al., 2010). When communal opportunities are integrated into fields that are stereotyped as being noncommunal, STEM interest is boosted (Brown et al., 2018). This raises the question: what happens to LGBTQ individuals in STEM? LGBTQ individuals may feel less open or out about their LGBTQ identity in a STEM field when it is more male-dominated (Yoder & Mattheis, 2016). Further, LGBQ students are less likely to stay in STEM compared to non-LGBQ students (Hughes, 2018); transgender students presenting feminine within STEM are not respected as much by their peers compared to other students (Kersey, 2018). This study will explore whether LGBTQ individuals’ desire for communal opportunities within STEM careers shapes their motivation to pursue STEM, their expectations for success in STEM, and their feelings of belonging in STEM. We hypothesize that LGBTQ individuals with low-openness about their LGBTQ identity will have less motivation, expectations for success, and feelings of belonging in STEM than LGBTQ individuals with high-openness and non-LGBTQ individuals

Social Emotional Learning: A Multi-Tiered School Counseling Approach

The authors explore the importance of social and emotional learning (SEL) at the elementary school level. A review of the literature on the short term and long term benefits of SEL in schools and a description of the competencies of SEL programming: self-awareness, self-management, social awareness, relationship skills, and responsible decision making, is provided. The authors propose a three-tier comprehensive prevention and intervention model of SEL instruction, intervention, and progress monitoring that involves elementary school counselors, staff, parents, and community stakeholders to provide students with essential skills to be utilized throughout secondary and post-secondary education

The Patient Educator Presentation in Dental Education: Reinforcing the Importance of Learning About Rare Conditions

The aim of this study was to determine whether a patient educator presentation (PEP) on pemphigus vulgaris would increase second-year dental students’ awareness of the importance of learning about rare conditions and improve their retention of rare disease knowledge. The study involved students’ subjective assessments of a PEP experience at two U.S. dental schools. In this mixed methods study, cross-sectional data were obtained by surveys and in-depth interviews. Questions focused on students’ assessment of the messages acquired from the PEP and its likely impact on their future clinical care. At University 1, students completed paper surveys with open-ended questions and participated in a focus group. At University 2, students completed an online survey consisting of rating scale and open-ended questions. Responses to open-ended questions were categorized into themes. At University 1, 79 students (out of a possible 102; response rate 77.5%) completed the survey, and an additional ten students participated in a focus group. At University 2, 30 students (out of a possible 104; response rate 28.8%) completed the survey. At Universities 1 and 2, 88% and 100%, respectively, of respondents stated the PEP would influence their future clinical decision making. The vast majority of respondents (94% and 100% at University 1 and University 2, respectively) were of the opinion that the personal testimonial from a patient would help them recall information about pemphigus vulgaris in five years’ time. Respondents from both universities commented that the PEP emphasized the importance of not dismissing a patient’s concerns. These results suggest that a presentation by a patient with a rare condition can be an effective educational tool for preclinical dental students

Effect of ball position on the risk of injury to the lower limb joints during the hockey sweep pass in women

ObjectivesThis study aimed to determine if ball position influences the risk of lower limb non-contact injury in hockey sweep pass. It also aimed to determine a ball position that minimises excessive strain placed on the lower limb joints of the lead leg during the sweep pass.MethodsA cohort of 18 female hockey-playing volunteers (age: 19.7±1.5 years; height: 165.5±5.4 cm; body mass: 66.4±7.0 kg) were recruited. Participants performed the sweep pass using three different ball positions: in front, in line with, and behind the heel of the lead (left) foot.Motion analysis and force plate data were collected. Moments and angles in all three planes of motion for the three main lower limb joints were then calculated using Vicon software. Results were statistically analysed using SPSS software.ResultsSignificant differences (p<0.05) were found between the three tested ball positions for the mean maximum angles and moments, and mean ranges of motion produced at the lead three main lower limb joints. Positioning the ball in line with the heel of the lead foot resulted in the lowest moments and angles when compared with the other two ball positions.ConclusionsThe results indicate that positioning the ball in line with the heel of the lead foot is recommended to minimise the risk of injury to the lower limb joints during the hockey sweep pass. It is hoped that these findings will result in this position being implemented by players new to hockey or those returning to the sport following injury

Counselor Education Faculty Positions: Requirements and Preferences in CESNET Announcements 2005-2009

Counselor Education faculty positions announced on CESNET from 2005 through 2009 (N = 424) were analyzed to ascertain current trends in required and preferred qualifications. Typical qualifications mentioned in announcements include education and experience in clinical settings, teaching, and research. After a doctoral degree, the most common qualification included was experience in clinical settings, indicated by either years of experience or licensure eligibility. Half of the openings did not specify one specialty; school counseling was mentioned most often. Teaching and research requirements frequently referred to potential and commitment . Implications for faculty advisors and graduate students are included

Towards the assessment of quality of life in patients with disorders of consciousness

© 2019, Springer Nature Switzerland AG. Purpose: To generate foundational knowledge in the creation of a quality-of-life instrument for patients who are clinically diagnosed as being in a vegetative or minimally conscious state but are able to communicate by modulating their brain activity (i.e., behaviourally nonresponsive and covertly aware). The study aimed to identify a short list of key domains that could be used to formulate questions for an instrument that determines their self-reported quality of life. Methods: A novel two-pronged strategy was employed: (i) a scoping review of quality-of-life instruments created for patient populations sharing some characteristics with patients who are behaviourally nonresponsive and covertly aware was done to compile a set of potentially relevant domains of quality of life; and (ii) a three-round Delphi consensus process with a multidisciplinary panel of experts was done to determine which of the identified domains of quality of life are most important to those who are behaviourally nonresponsive and covertly aware. Five expert groups were recruited for this study including healthcare workers, neuroscientists, bioethicists, quality-of-life methodologists, and patient advocates. Results: Thirty-five individuals participated in the study with an average response rate of 95% per round. Over the three rounds, experts reached consensus on 34 of 44 domains (42 domains were identified in the scoping review and two new domains were added based on suggestions by experts). 22 domains were rated as being important for inclusion in a quality-of-life instrument and 12 domains were deemed to be of less importance. Participants agreed that domains related to physical pain, communication, and personal relationships were of primary importance. Based on subgroup analyses, there was a high degree of consistency among expert groups. Conclusions: Quality of life should be a central patient-reported outcome in all patient populations regardless of patients’ ability to communicate. It remains to be determined how covertly aware patients perceive their circumstances and quality of life after suffering a life-altering injury. Nonetheless, it is important that any further dialogue on what constitutes a life worth living should not occur without direct patient input