Social resilience indicators for pandemic crises.

Coping and recovery capabilities in disasters depend to a large part on the social resilience of the societies or regions that are hit by the respective disruptions. Prior disaster studies suggest a variety of indicators to assess social resilience in the natural hazard context. This paper discusses whether the most common disaster-related social resilience indicators, including social cohesion and support, can meaningfully capture social resilience in pandemic crises, since pandemics typically entail physical distancing and other social restrictions. Based on a review of frequently used social resilience measures, this study proposes pandemic-tailored indicators of social resilience to map a society's or region's coping and recovery capabilities in a meaningful way. Applying the suggested set of indicators to a sample of 1,500 residents surveyed in Switzerland during the summer 2020 phase of the COVID-19 crisis revealed low levels of social support and community engagement, but a high level of willingness to help others.

Beliefs in "Brilliance" and Belonging Uncertainty in Male and Female STEM Students.

A wide-spread stereotype that influences women's paths into STEM (or non-STEM) fields is the implicit association of science and mathematics with "male" and with requiring high levels of male-associated "brilliance." Recent research on such "field-specific ability beliefs" has shown that a high emphasis on brilliance in a specific field goes along with a low share of female students among its graduates. A possible mediating mechanisms between cultural expectations and stereotypes on the one hand, and women's underrepresentation in math-intensive STEM fields on the other hand, is that women may be more likely than men to feel that they do not belong in these fields. In the present study, we investigated field-specific ability beliefs as well as belonging uncertainty in a sample of n = 1294 male and female university students from five STEM fields (Mathematics, Physics, Computer Science, Electrical Engineering, and Mechanical Engineering) at a prestigious technical university in Switzerland. Field-specific ability beliefs of both men and women emphasized brilliance more in more math-intensive fields (Mathematics, Physics) than in less math-intensive fields (Engineering). Women showed higher beliefs in brilliance than men did, and also reported higher levels of belonging uncertainty. For both genders, there was a small, positive correlation (r = 0.19) of belief in brilliance and belonging uncertainty. A relatively small, but significant portion of the effect of gender on belonging uncertainty was mediated by women's higher belief in brilliance.