The Influence of Affirming Kindness and Community on Broadening Participation in STEM Career Pathways. Issue 1 (16th January 2018)

• Record Type: Journal Article
• Authors: Estrada, Mica; Eroy‐Reveles, Alegra; Matsui, John
• Is Part Of: Social issues and policy review. Volume 12:Issue 1(2018)
• Page Start: 258
• Page End: 297
• Publication Date: 2018-01-16
• Subjects: Social problems -- Periodicals; Social psychology -- Periodicals; Social policy -- Psychological aspects -- Periodicals; Sociology -- Psychological aspects -- Periodicals; 361.6105
• DOI: 10.1111/sipr.12046
• Languages: English
• ISSNs: 1751-2395

Abstract

Abstract: The United States' inability to achieve equitable workforce development in science, technology, engineering, and mathematics (STEM) career pathways is well‐recognized and has been attributed to the poor retention of a diverse stream of students in academia. Social science theory and research provide evidence that social contextual variables—specifically kindness cues affirming social inclusion—influence chronic underrepresentation of some groups within STEM career pathways. Review of the literature suggests that the current STEM academic context does not consistently provide cues that affirm social inclusion to all members of the academic population, and that policies that address this disparity are essential to broadening STEM workforce development in the United States.