Critical action to redress systemic oppression: a person-centered approach.

Introduction: In 2020, public outcry against police brutality prompted many social media users to post black squares and use the hashtag #BlackLivesMatter (BLM). Many of the people who posted these squares were engaging in performative action in the sense that they failed to engage with BLM's history and core principles. Drawing from a critical action framework, the current research seeks to more deeply understand what drives people to engage in more versus less impactful forms of action to resist systemic oppression. Methods: We employed a mixed-methods and person-centered methodological approach with the goal of providing nuanced information about factors that distinguish among individuals who engage in different forms of action. Participants were 359 undergraduates who reported that they engaged in some form of action to support BLM. Findings: Latent profile analysis identified three subgroups (i.e., latent classes) in the larger sample, which we labeled (1) intentional action, (2) intermediate action, and (3) passive action. Participants in each latent class differed from one another in their sociopolitical attitudes, sociodemographic background, and level of action to support BLM. Through the qualitative coding process, the research team unearthed three overarching themes and a range of subthemes that help to explain why the members of each class engaged in different forms of action. Discussion: We conclude by proposing a flexible intervention that may motivate individuals to engage in critical action to support BLM.

The Roles of Gender Identity, Peer Support, and Math Anxiety in Middle School Math Achievement.

The current study explored the relationships between three components of gender identity, peer support, math anxiety, and math outcomes in a sample of middle school students (N = 295). Separate path analyses were conducted for girls and boys. For boys, gender contentedness was related to higher math grades through a reduction in evaluation math anxiety. For girls, felt pressure was related to a reduction in self reported math grades through an increase in learning math anxiety. In addition, peer support in math was associated with lower learning math anxiety and higher math grades for girls, whereas peer support in math was not associated with math anxiety or math outcomes for boys. Implications for future research and education interventions are discussed.

Are synchronous chats a silver lining of emergency remote instruction? Text-based chatting is disproportionately favored by women in a non-majors introductory biology course.

The coronavirus disease 2019 (COVID-19) pandemic has led to a reimagining of many aspects of higher education, including how instructors interact with their students and how they encourage student participation. Text-based chatting during synchronous remote instruction is a simple form of student-student and student-instructor interaction. The importance of student participation has been documented, as have clear disparities in participation between those well-represented and those under-represented in science disciplines. Thus, we conducted an investigation into who is texting, what students are texting, and how these texts align with course content. We focused on two sections of a large-enrollment, introductory biology class offered remotely during Fall 2020. Using an analysis of in-class chatting, in combination with student survey responses, we find that text-based chatting suggests not only a high level of student engagement, but a type of participation that is disproportionately favored by women. Given the multiple lines of evidence indicating that women typically under-participate in their science courses, any vehicle that counters this trend merits further exploration. We conclude with suggestions for further research, and ideas for carrying forward text-based chatting in the post-COVID-19, in-person classroom.

"I Would Like Us to Share a Name so That We Can Be Recognized in Society." Marital Surname Preferences in Same-Sex Relationships.

Despite the recent expansion of marriage rights within the U.S., relatively little is known about marriage-related practices among people in same-sex relationships. The current study extends prior research by investigating marital surname preferences in a large, sociodemographically diverse sample of U.S. adults in same-sex relationships. Participants (N = 179) described their surname preferences in an open-ended format. Thematic analysis revealed that many participants were open to making some type of marital surname change. When explaining their surname preferences, participants often cited their desire to unite the whole family under the same surname. Importantly, however, quantitative analyses illustrated that surname preferences significantly varied according to sociodemographic background characteristics such as age. Collectively, findings suggest a possible generational shift in surname preferences among individuals in same-sex relationships.

A Call for Data-Driven Networks to Address Equity in the Context of Undergraduate Biology.

National efforts to improve equitable teaching practices in biology education have led to an increase in research on the barriers to student participation and performance, as well as solutions for overcoming these barriers. Fewer studies have examined the extent to which the resulting data trends and effective strategies are generalizable across multiple contexts or are specific to individual classrooms, institutions, or geographic regions. To address gaps in our understanding, as well as to establish baseline information about students across contexts, a working group associated with a research coordination network (Equity and Diversity in Undergraduate STEM, EDU-STEM) convened in Las Vegas, Nevada, in November of 2019. We addressed the following objectives: 1) characterize the present state of equity and diversity in undergraduate biology education research; 2) address the value of a network of educators focused on science, technology, engineering, and mathematics equity; 3) summarize the status of data collection and results; 4) identify and prioritize questions and interventions for future collaboration; and 5) construct a recruitment plan that will further the efforts of the EDU-STEM research coordination network. The report that follows is a summary of the conclusions and future directions from our discussion.

"It's Wrong to Exclude Girls From Something They Love." Adolescents' Attitudes About Sexism in Science, Technology, Engineering, and Math.

The current research examined adolescents' attitudes about sexism in fields related to science, technology, engineering, and math (STEM). The ethnically diverse sample (61% East Asian) was composed of 629 adolescents (Mage  = 16.09) who attended a public school in the United States. Participants responded to closed- and open-ended questions about the prevalence and severity of sexism in STEM. We used latent profile analysis to classify participants into latent classes according to their responses. Of note, one latent class included participants who perceived sexism in STEM as a fairly common and very serious problem. Relative to the other classes, participants in this class were more likely to be girls and showed higher STEM value. Qualitative analyses illustrated that the participants in each class reasoned in fundamentally different ways about sexism in STEM.

Research mentoring and scientist identity: insights from undergraduates and their mentors.

BACKGROUND: Mentored research apprenticeships are a common feature of academic outreach programs that aim to promote diversity in science fields. The current study tests for links between three forms of mentoring (instrumental, socioemotional, and negative) and the degree to which undergraduates psychologically identify with science. Participants were 66 undergraduate-mentor dyads who worked together in a research apprenticeship. The undergraduate sample was predominantly composed of women, first-generation college students, and members of ethnic groups that are historically underrepresented in science. RESULTS: Findings illustrated that undergraduates who reported receiving more instrumental and socioemotional mentoring were higher in scientist identity. Further, mentors who reported engaging in higher levels of negative mentoring had undergraduates with lower scientist identity. Qualitative data from undergraduates' mentors provided deeper insight into their motivation to become mentors and how they reason about conflict in their mentoring relationships. CONCLUSIONS: Discussion highlights theoretical implications and details several methodological recommendations.

Feminist identity among women and men from four ethnic groups.

OBJECTIVE: Multiracial feminist theory proposes that the meaning of feminism and the pathways to feminist identity may differ on the basis of cross-cutting social categories such as ethnicity and gender. However, there is currently little research that has included systematic examination of feminist identity among women and men from diverse ethnic backgrounds. METHOD: We examined feminist orientations among 1,140 undergraduates (70% women) at a Hispanic-Serving Institution who identified as African American, Asian American, European American, or Latina/o. Three related research aims were assessed through a combination of closed- and open-ended questions. First, we examined whether the meaning of the term feminism differed depending on participants' ethnicity or gender. We then tested for ethnic and gender variation in rates of feminist identity. Lastly, we examined participants' reasons for either identifying or not identifying as feminists. RESULTS: Ethnic and gender differences were obtained across each of the 3 research aims. For example, there were significant ethnic differences in rates of feminist identity among women, but not among men. CONCLUSION: Relative to past research, through the current study, we have provided an especially comprehensive examination of how ethnicity and gender interact to shape feminist attitudes. Consistent with multiracial feminist theory, findings demonstrated that attitudes about feminism vary as a function of both gender and ethnicity, yet key ethnic and gender similarities also emerged. (PsycINFO Database Record

Who Cares About Being Gentle? The Impact of Social Identity and the Gender of One's Friends on Children's Display of Same-Gender Favoritism.

This research assessed children's same-gender favoritism by examining whether children value traits descriptive of their own gender more than traits descriptive of the other gender. We also investigated whether children's proportion of same-gender friends relates to their same-gender favoritism. Eighty-one third and fourth grade children from the Midwest and West Coast of the U.S. rated how well 19 personality traits describe boys and girls, and how important each trait is for their gender to possess. Results replicate and extend past trait assignment research by demonstrating that both genders valued same-gender traits significantly more than other-gender traits. Results also indicated that boys with many same-gender friends derogated feminine-stereotyped traits, which has implications for research on masculinity norms within male-dominated peer groups.