Cbe-Life Sciences Education最新文献_第3页

Intelligence in Context: A Context-specific Mindset Measure Better Predicts Outcomes for Science and Math Undergraduates. 情境中的智力：特定情境下的心态测量能更好地预测理科和数学本科生的成绩。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2025-03-01 DOI: 10.1187/cbe.24-09-0229

Lisa B Limeri

{"title":"Intelligence in Context: A Context-specific Mindset Measure Better Predicts Outcomes for Science and Math Undergraduates.","authors":"Lisa B Limeri","doi":"10.1187/cbe.24-09-0229","DOIUrl":"10.1187/cbe.24-09-0229","url":null,"abstract":"Mindset (beliefs about the malleability of intelligence) has been studied in a variety of contexts for decades. Recent research highlights the importance of contextual factors in moderating mindset's impact on student outcomes. The commonly-used original mindset measure is context-general. Recently, a mindset measure that is specific to science and math undergraduates was developed: the Undergraduate Lay Theories of Abilities (ULTrA) Survey. I hypothesized that a context-specific measure of mindset would associate more strongly with undergraduates' outcomes than a context-general measure. I surveyed 1537 undergraduates with Dweck's 3-item original mindset measure, ULTrA, and measures of outcomes (sense of belonging, goal orientation, self-handicapping, evaluative concern and intent to persist in science) and collected course grades. Structural equation modeling indicated that the fixed factor of the ULTrA exhibited stronger and more consistent relationships with outcomes than the 3-item original mindset measure and predicted unique variance in outcomes above and beyond what the original mindset measure accounted for. The academic outcomes (intent to persist and course grade) were significantly related to ULTrA, but not the original mindset measure. Our results provide evidence that the context-specific ULTrA survey can detect relationships with undergraduate outcomes that the context-general original mindset measure can fail to detect.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"24 1","pages":"ar19"},"PeriodicalIF":4.6,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11974520/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143576065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How do Early-career Biology Faculty Develop Pedagogical Content Knowledge? Exploring Variation and Longitudinal Development. 早期职业生物学教师如何发展教学内容知识？探索变异和纵向发展。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2025-03-01 DOI: 10.1187/cbe.24-08-0211

Alex H Waugh, Kathryn E Green, Tessa C Andrews

{"title":"How do Early-career Biology Faculty Develop Pedagogical Content Knowledge? Exploring Variation and Longitudinal Development.","authors":"Alex H Waugh, Kathryn E Green, Tessa C Andrews","doi":"10.1187/cbe.24-08-0211","DOIUrl":"10.1187/cbe.24-08-0211","url":null,"abstract":"Active-learning instructors are more effective when they use pedagogical content knowledge (PCK) to anticipate, interpret, and respond to student thinking. PCK is topic-specific and includes knowledge of student thinking (e.g., common difficulties) and knowledge of instructional strategies (e.g., effective learning tasks). Currently, we know little about how instructors develop PCK. We documented how 11 early-career undergraduate life science instructors developed PCK over multiple semesters by eliciting knowledge as instructors planned, implemented, and reflected on instruction. Qualitative content analysis indicated that instructors' PCK about student thinking was not necessarily grounded in evidence from students and their PCK about instructional strategies varied in whether and how it considered student thinking. We adapted a rubric to test hypotheses about PCK development trajectories. Participants' PCK about student thinking tended to become more grounded in evidence from students and their PCK about instructional strategies tended to focus more on student thinking over time. However, teaching experience did not necessarily lead to PCK development. Case study analysis revealed that pedagogical knowledge and specific practices supported PCK development. We propose a hypothetical model to explain how teaching knowledge and practices support PCK development. We also suggest reflections and actions for instructors who want to develop their PCK.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"24 1","pages":"ar13"},"PeriodicalIF":4.6,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11974536/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143017174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An Asynchronous Chemistry-in-biology Intervention Improves Student Content Knowledge and Performance in Introductory Biology. 异步化学生物干预提高了学生在生物入门课程中的内容知识和成绩。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2025-03-01 DOI: 10.1187/cbe.24-05-0151

Clara L Meaders, Lilyan Mendez, Alfonso Godínez Aguilar, Angelita T Rivera, Izabella Vasquez, Liam O Mueller, Melinda T Owens

{"title":"An Asynchronous Chemistry-in-biology Intervention Improves Student Content Knowledge and Performance in Introductory Biology.","authors":"Clara L Meaders, Lilyan Mendez, Alfonso Godínez Aguilar, Angelita T Rivera, Izabella Vasquez, Liam O Mueller, Melinda T Owens","doi":"10.1187/cbe.24-05-0151","DOIUrl":"10.1187/cbe.24-05-0151","url":null,"abstract":"Introductory biology is a gateway course for majors and other science, technology, engineering, and mathematics (STEM) disciplines. Despite the importance of chemistry content knowledge for understanding biology, the relationship between chemistry knowledge and prior coursework and biology course performance is understudied. We used an opportunity gap framework to investigate the extent to which there were opportunity gaps in prior chemistry coursework and knowledge and associated these gaps with subsequent equity gaps in student performance on introductory biology assessments. We also developed, implemented, and assessed an asynchronous content-based intervention to support student learning and reduce equity gaps. We collected data from ∼1800 students enrolled in seven course sections of introductory biology, including two course sections prior to implementation of the intervention and five course sections with the intervention. We identified opportunity gaps in chemistry coursework that were associated with students' performance on their first introductory biology exam. The results from this study highlight the importance of addressing chemistry concepts early in a course with sufficient support for students and an understanding of opportunity gaps.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"24 1","pages":"ar2"},"PeriodicalIF":4.6,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11974528/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142869577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Persisting Toward a Career in Biomedical Research: A Black, Male Scientists' Becoming-Scientist-With Multiple Spatial Configurations. 对生物医学研究事业的坚持：一个黑人男性科学家的多重空间配置成为科学家。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2025-03-01 DOI: 10.1187/cbe.24-01-0025

Katherine Ann Ayers, Alison Happel-Parkins, Olayinka Mohorn-Mintah, Terino Retic, Susan N Nordstrom

{"title":"Persisting Toward a Career in Biomedical Research: A Black, Male Scientists' Becoming-Scientist-With Multiple Spatial Configurations.","authors":"Katherine Ann Ayers, Alison Happel-Parkins, Olayinka Mohorn-Mintah, Terino Retic, Susan N Nordstrom","doi":"10.1187/cbe.24-01-0025","DOIUrl":"10.1187/cbe.24-01-0025","url":null,"abstract":"This study explores the process of becoming-scientist-with, a dynamic and relational concept that redefines science identity development as a nonlinear, evolving journey. Focused on a Black male student, Travis, the study examines how his science identity was shaped through entanglements with various material and discursive forces across multiple science, technology, engineering, math, and medicine (STEMM) learning spaces. Becoming-scientist-with is conceptualized as a continual negotiation of identity within these environments, emphasizing the roles of power, systemic racism, and institutional practices in shaping students' experiences. The paper critically examines Travis' journey through an undergraduate biology program, a research immersion program, and an afterschool STEMM club, showing how exclusionary practices in formal educational settings and affirming practices in informal contexts shaped his persistence in STEMM. The findings highlight the significance of supportive relationships, culturally responsive mentorship, and alternative learning environments in disrupting institutionalized racism. Ultimately, the study argues for a reimagined approach to science identity that accounts for the fluid, contested, and coconstructed nature of becoming a scientist. By recognizing science identity as a process of becoming-scientist-with material and discursive forces within STEMM learning spaces, the study embraces an ethical commitment to equity, advocating for more inclusive and affirming spaces in STEMM education to support marginalized students.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"24 1","pages":"ar15"},"PeriodicalIF":4.6,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11974524/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143069838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How do Laboratory Teaching Assistants Learn to Support Science Practices? Exploring the Intersection Between Instructor Reasoning and Actions. 实验助教如何学习支持科学实践？探索指导教师推理与行动之间的交叉点。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-12-01 DOI: 10.1187/cbe.24-03-0118

A C Cooper, J B Osness, S D Hester, M S Bolger

{"title":"How do Laboratory Teaching Assistants Learn to Support Science Practices? Exploring the Intersection Between Instructor Reasoning and Actions.","authors":"A C Cooper, J B Osness, S D Hester, M S Bolger","doi":"10.1187/cbe.24-03-0118","DOIUrl":"10.1187/cbe.24-03-0118","url":null,"abstract":"Undergraduate laboratory courses can provide opportunities for students to participate in science practices. This requires rethinking both curricula and instruction. Science practice-based courses require students to be positioned as epistemic agents, implying a shift in instructor role. Teaching assistants (TAs) are the primary instructors for laboratory courses. The current study aims to understand how TAs support students in science practices. Specifically, we sought to characterize variation in teaching and to understand how TAs learned and adapted their teaching approaches over time. Our study takes place in the context of a large, introductory laboratory course, Authentic Inquiry through Modeling in Biology (AIB-Bio). Our approach investigated the intersection between instructor reasoning and actions using stimulated-recall interviews, where instructors reflected on audio recordings from their classrooms. Application of our conceptual framework revealed that TAs' instructional roles and purposes were fluid and influenced how they supported students' science practices. We also showed how interactions with students cued fluctuations in TAs instructional approaches. Results include a case study that suggests potential mechanisms for TA learning. We propose a model to explain the variation in the enactment of a science practice-based curricula. We end with practical implications to consider when building professional development for science practice-based instruction.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 4","pages":"ar56"},"PeriodicalIF":4.6,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11659852/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142523692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Factors Influencing the Use of Evidence-based Instructional Practices by Community College Biology Instructors. 影响社区学院生物教师使用循证教学实践的因素。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-12-01 DOI: 10.1187/cbe.24-02-0095

Tim Archie, Sarah B Wise, Javier Robalino, Sandra Laursen

{"title":"Factors Influencing the Use of Evidence-based Instructional Practices by Community College Biology Instructors.","authors":"Tim Archie, Sarah B Wise, Javier Robalino, Sandra Laursen","doi":"10.1187/cbe.24-02-0095","DOIUrl":"10.1187/cbe.24-02-0095","url":null,"abstract":"Evidence-based instructional practices (EBIPs) have been shown to benefit students in undergraduate biology, but little is known about the degree to which community college (CC) biology instructors use EBIPs or the barriers they encounter. We surveyed CC biology instructors to characterize how they use EBIPs, their capacity to use EBIPs, and perceived barriers to their use, and to explore which factors are associated with EBIP use. CC biology instructors report using EBIPs to a similar degree as other populations of undergraduate biology faculty; they generally believe EBIPs to be effective and are motivated to use EBIPs. Consistent with the theory of planned behavior, instructor belief in EBIP effectiveness, collegial support, and perceived knowledge of and skill in using EBIPs positively influence their use. The main barriers to using EBIPs reported by CC instructors included the need to cover large amounts of course content, lack of time to prepare for using EBIPs, and student resistance. Our findings point to a number of approaches that may promote the use of EBIPs by CC biology instructors, including professional development to increase instructor knowledge and skill, addressing tensions between content volume and the use of EBIPs, and providing resources to make implementing EBIPs time efficient.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 4","pages":"ar43"},"PeriodicalIF":4.6,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11659850/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Is Support in the Anxiety of the Beholder? How Anxiety Interacts with Perceptions of Instructor Support in Introductory Biology Classes. 焦虑会影响支持吗？在生物入门课上，焦虑如何与对教师支持的感知相互影响。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-12-01 DOI: 10.1187/cbe.24-02-0092

Maryrose Weatherton, Elisabeth E Schussler, Jennifer R Brigati, Hope Ferguson, Isabel Boyd, Benjamin J England

{"title":"Is Support in the Anxiety of the Beholder? How Anxiety Interacts with Perceptions of Instructor Support in Introductory Biology Classes.","authors":"Maryrose Weatherton, Elisabeth E Schussler, Jennifer R Brigati, Hope Ferguson, Isabel Boyd, Benjamin J England","doi":"10.1187/cbe.24-02-0092","DOIUrl":"10.1187/cbe.24-02-0092","url":null,"abstract":"High levels of student anxiety are negatively related to degree persistence, academic achievement, and student perceptions of instructor support. Anxiety levels vary along many axes-among classes, within students in the same class, and over time-creating a dynamic emotional landscape in classrooms. In this study, we examined the relationship between student anxiety levels and perceptions of instructor support within three introductory biology classes at two timepoints during a semester. Data on student anxiety levels and perceptions of instructor support were supplemented by open-ended student explanations of instructor support characteristics. We found a significant negative correlation between student anxiety level and instructor support ratings at wk 4 for all three classes. By wk 14, this correlation persisted in classes 1 and 3 but not class 2, where support ratings no longer significantly varied with anxiety levels. Analyses of open responses revealed that lower-anxiety students in classes 1 and 3 were more positive about how the instructors answered questions and higher-anxiety students in class 2 were more positive about their instructor's pedagogical practices. We suggest that these instructor practices should be investigated as potential factors to equalize perceptions of instructor support by students with different anxiety levels in introductory biology.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 4","pages":"ar45"},"PeriodicalIF":4.6,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11659872/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142333439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Elevating Marginalized Student Experiences of Belonging in the Life Sciences: A Qualitative Case Study Approach. 提升边缘化学生在生命科学领域的归属感体验：一种定性案例研究方法。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-12-01 DOI: 10.1187/cbe.24-02-0055

Dion T Harry, Ashtin Crawford, Chaterlee Pamintuan, Abhishek Singh, Dana Thomas, Natalie K Cooke, Colleen Oliver, Claire L Gordy, Jane L Lubischer

{"title":"Elevating Marginalized Student Experiences of Belonging in the Life Sciences: A Qualitative Case Study Approach.","authors":"Dion T Harry, Ashtin Crawford, Chaterlee Pamintuan, Abhishek Singh, Dana Thomas, Natalie K Cooke, Colleen Oliver, Claire L Gordy, Jane L Lubischer","doi":"10.1187/cbe.24-02-0055","DOIUrl":"10.1187/cbe.24-02-0055","url":null,"abstract":"College students with identities traditionally marginalized in scientific disciplines are more engaged and more likely to remain in science if they feel that they belong in their science, technology, engineering, and mathematics (STEM) classes and departments. In this qualitative case study, we elevated marginalized student voices to learn how departmental experiences shaped their sense of belonging in curricular and co-curricular spaces. Our research team interviewed 27 undergraduate life science students at a large predominantly white, research-intensive university. Participants reflected on their lived experiences and feelings of belonging within a biology department and shared their perceptions of departmental efforts related to diversity, equity, and inclusion. Three themes emerged as being of value to undergraduate students while they navigated the sciences: 1) implementing inclusive pedagogies, 2) providing co-curricular resources and support, and 3) humanizing life sciences education. These stories illuminated the importance of authenticity and intentionality in the implementation of strategies related to these three themes. This study provides an example of the power of centering marginalized students' lived experiences to identify strategies that can be employed more broadly to improve our courses, our departmental cultures, and our institutional policies-strategies essential to supporting students with a diversity of identities in engaging, belonging, and persisting in STEM.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 4","pages":"ar65"},"PeriodicalIF":4.6,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11659870/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142789707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Multi-institutional Cluster Analysis to Identify Groups of Courses with Exemplary Opportunity Gaps for Undergraduate Students in the Biological Sciences. 通过多机构聚类分析，为生物科学专业的本科生确定具有示范性机会差距的课程组。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-12-01 DOI: 10.1187/cbe.24-02-0051

Kameryn Denaro, Marco Molinaro, Stefano Fiorini, Rebecca L Matz, Chris Mead, Meryl Motika, Nita Tarchinski, Montserrat Valdivia Medinaceli, W Carson Byrd, Benjamin Koester, Hye Rin Lee, Timothy McKay, Brian K Sato

{"title":"A Multi-institutional Cluster Analysis to Identify Groups of Courses with Exemplary Opportunity Gaps for Undergraduate Students in the Biological Sciences.","authors":"Kameryn Denaro, Marco Molinaro, Stefano Fiorini, Rebecca L Matz, Chris Mead, Meryl Motika, Nita Tarchinski, Montserrat Valdivia Medinaceli, W Carson Byrd, Benjamin Koester, Hye Rin Lee, Timothy McKay, Brian K Sato","doi":"10.1187/cbe.24-02-0051","DOIUrl":"10.1187/cbe.24-02-0051","url":null,"abstract":"Examining institutional data from seven cohorts of students intending to major in biology across five research-intensive institutions, this work analyzes opportunity gaps-defined as the difference between the grade received by students from the dominant and nondominant sociodemographic groups in institutions of higher education-at the course-section level across mathematics, physics, biology, and chemistry disciplines. From this analysis, we find that the majority of course sections have large opportunity gaps between female and male students, students who are Black, Latino/a/e/x, or indigenous to the United States and its territories and students who are White or Asian, first-generation and non-first-generation students, and low-income and non-low-income students. This work provides a framework to analyze equity across institutions using robust methodology, including: using multiple approaches to measure grades, quantile regression rankscores which adjust for previous academic performance, and cluster analysis. Recommendations are provided for institutions to identify faculty who have equitable course sections, automate equity analyses, and compare results to other institutions to make a change toward more equitable outcomes.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 4","pages":"ar53"},"PeriodicalIF":4.6,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11659849/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142482034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Using AsianCrit Theory to Understand How Anti-Asian Hate Impacted Mental Health Among Asian Women in STEM Doctoral Programs. 运用亚裔批评理论了解反亚裔仇恨如何影响 STEM 博士课程中亚裔女性的心理健康。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-12-01 DOI: 10.1187/cbe.24-02-0069

Aashika Anantharaman, Aisha Farra, Eunhu Chang, Kerrie G Wilkins-Yel

{"title":"Using AsianCrit Theory to Understand How Anti-Asian Hate Impacted Mental Health Among Asian Women in STEM Doctoral Programs.","authors":"Aashika Anantharaman, Aisha Farra, Eunhu Chang, Kerrie G Wilkins-Yel","doi":"10.1187/cbe.24-02-0069","DOIUrl":"10.1187/cbe.24-02-0069","url":null,"abstract":"Steeped in the AsianCrit theoretical framework, the current study examined how anti-Asian hate impacted the mental health of Asian and diasporic Asian doctoral women in STEM. Six emergent themes were identified: 1) Witnessing and Experiencing Anti-Asian Hate; 2) Lack of Institutional and STEM Departmental Support; 3) Impact of Anti-Asian Hate on Asian Women's Mental Health; 4) Protecting One's Mental Health; 5) Resist to Persist; and 6) Calls for Action to Combat Lack of Departmental Support. These findings highlight how Asianization through stereotypes such as the forever-foreigner status, viewing Asians as a monolith, the yellow peril stereotype, and model minority myth simultaneously rendered Asian graduate women hypervisible in the U.S. society and invisible in science, technology, engineering, and mathematics (STEM). Implications for teaching and mentoring are included. These highlight the need for faculty to challenge institutional norms that perpetuate the erasure of the toll that anti-Asian hate levied on Asian doctoral women in STEM.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 4","pages":"ar57"},"PeriodicalIF":4.6,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11659868/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142633357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0