Olusola David Ayibiowu
@casf.org.ng
Chairman
Creative Arts Solution Foundation
Olusola David, Ayibiowu his a contemporary Nigerian Artist. Visual Arts, Painter, Songwriter, Author, Editor, Apple of God Eye and covenant child of God.
Also his the President/Chairman Creative Arts Solution Foundation.
He completed his graduation in Yaba College of Technology 2000-2003 and later proceeded to the Department of Creative Arts at the University of Lagos in 2007-2009, as he was interested in Visual art, he started taking part in group art exhibitions as at the level of an apprentice under late A. Shyngle. Later on, he launched his first solo exhibition theme: Vision on 30th Nov-Dec 6th 2007 at the National Gallery of Art, Lagos.
Early Life
Born on (Jan 24, 1974) Hails from Lagos State (Agbowa Ikosi). He started his career at Cathedral Pry Sch 1982-1988. Boy's Academy Secondary Sch, Lagos island, Yaba College of Technology, University of Lagos. Ayibiowu, initially as a studio Artist known as Solart Studios Ent and Art Creative Solutions but Later launched Creative Arts
EDUCATION
Cathedral Pry Sch 1982-1988. Boy's Academy Secondary Sch, Lagos island, Yaba College of Technology, University of Lagos. A
RESEARCH, TEACHING, or OTHER INTERESTS
Arts and Humanities, Multidisciplinary, General Arts and Humanities, Health Policy
FUTURE PROJECTS
Art Outreach
Creative Arts Solution Foundation a non-governmental foundation. We are embarking on "Art Outreach" for Junior & Senior Secondary Sch. Our Partner: Lagos State Government
Applications Invited
Donors, Sponsors, Partners
Scopus Publications
Scopus Publications
Jessi L. Smith and Dustin B. Thoman
Informa UK Limited
Chatanika Stoop, Rebecca Belou, and Jessi L. Smith
Springer Science and Business Media LLC
AbstractGrant funding is essential to the advancement of science, technology, engineering and math (STEM) fields with certain grants viewed as especially prestigious and career formative. The goal of this project was twofold: first to describe the gender demographics of the national winners of two prestigious grants and second, to document the impact of an educational program aimed at improving the success for women in STEM fields in a local setting. In Study 1, we analyzed publicly available national data to document gender gaps in National Science Foundation’s Faculty Early Career Development Program (CAREER) and National Institutes of Health’s K01 awards from 2008-2021. Results showed that, while the ratio of K01 awards favored women, the ratio of men-to-women CAREER awardees favored men. In Study 2, we implemented a grant-writing program for CAREER awards based in self-determination theory at one university and analyzed its impact on funding success. Results comparing before the educational program and after showed that the average annual success rate increased for everyone from 11% to 33%. Women-identified faculty who participated in the program were awarded CAREER funding at a higher rate than would be expected from the number of women eligible to apply or submission rates. While the correlational and observational nature of this study make it impossible to conclude that it was only the educational programs that resulted in the benefits to women’s award success, we encourage other universities to consider adapting the program and enable faculty development around grant success.
Allison M. French, Nicole M. Else-Quest, Michael Asher, Dustin B. Thoman, Jessi L. Smith, Janet S. Hyde, and Judith M. Harackiewicz
SAGE Publications
The underrepresentation of women and Black, Latinx, and Native Americans within the United States scientific workforce is a persistent and multifaceted problem warranting an intersectional approach. Applying intersectionality to the expectancy-value theory of motivation, we examined initial motivation and subsequent achievement among a sample of undergraduate students ( N = 687) enrolled in the science, technology, engineering, and mathematics (STEM) gateway course of introductory chemistry at a diverse 4-year university. We found no racial/ethnic group differences in initial motivation, but small ( d = .30) group differences in achievement. Results revealed a pattern of gender differences across both underrepresented (i.e., Black, Latinx, and Native American) and well-represented (i.e., White, Asian American) racial/ethnic groups such that, relative to men, women began the class with lower levels of confidence about their performance, but greater utility value and attainment value in learning chemistry. Consistent with expectancy-value theory, motivation at the beginning of the semester positively predicted final exam scores across gender and racial/ethnic intersectional groups. For Black, Latinx, and Native American students, attainment value was an especially strong predictor of subsequent achievement. Our findings point to the need to cultivate social contexts within undergraduate STEM education that promotes all aspects of science motivation among students from underrepresented groups. Online slides for instructors who want to use this article for teaching are available on PWQ's website at http://journals.sagepub.com/doi/suppl/10.1177/03616843231153390 .
Michael W. Asher, Judith M. Harackiewicz, Patrick N. Beymer, Cameron A. Hecht, Liana B. Lamont, Nicole M. Else-Quest, Stacy J. Priniski, Dustin B. Thoman, Janet S. Hyde, and Jessi L. Smith
Proceedings of the National Academy of Sciences
We tested the long-term effects of a utility-value intervention administered in a gateway chemistry course, with the goal of promoting persistence and diversity in STEM. In a randomized controlled trial (N = 2,505), students wrote three essays about course content and its personal relevance or three control essays. The intervention significantly improved STEM persistence overall (74% vs. 70% were STEM majors 2.5 y later). Effects were larger for students from marginalized and underrepresented racial/ethnic groups, who were 14 percentage points more likely to persist in STEM fields in the intervention condition (69% vs. 55%). Mediation analysis suggests that the intervention promoted persistence for these students by bolstering their motivation to attain a STEM degree and by promoting engagement with course assignments. This theory-informed curricular intervention is a promising tool for educators committed to retaining students in STEM.
Ivan A. Hernandez, Jessi L. Smith, Miguel T. Villodas, and Dustin B. Thoman
Springer Science and Business Media LLC
Judith M. Harackiewicz, Cameron A. Hecht, Michael W. Asher, Patrick N. Beymer, Liana B. Lamont, Natalie S. Wheeler, Nicole M. Else-Quest, Stacy J. Priniski, Jessi L. Smith, Janet S. Hyde,et al.
American Psychological Association (APA)
Many college students, especially first-generation and underrepresented racial/ethnic minority students, desire courses and careers that emphasize helping people and society. Can instructors of introductory science, technology, engineering, and math (STEM) courses promote motivation, performance, and equity in STEM fields by emphasizing the prosocial relevance of course material? We developed, implemented, and evaluated a prosocial utility-value intervention (UVI): A course assignment in which students were asked to reflect on the prosocial value of biology or chemistry course content; our focus was on reducing performance gaps between first-generation and continuing generation college students. In Studies 1a and 1b, we piloted two versions of a prosocial UVI in introductory biology (N = 282) and chemistry classes (N = 1,705) to test whether we could encourage students to write about the prosocial value of course content. In Study 2, we tested a version of the UVI that combines personal and prosocial values, relative to a standard UVI, which emphasizes personal values, using a randomized controlled trial in an introductory chemistry course (N = 2,505), and examined effects on performance and motivation in the course. In Study 3, we tested the prosocial UVI against a standard UVI in an introductory biology course (N = 712). Results suggest that the prosocial UVI may be particularly effective in promoting motivation and performance for first-generation college students, especially those who are more confident that they can perform well in the class, reflecting a classic expectancy-value interaction. Mediation analyses suggest that this intervention worked by promoting interest in chemistry. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
Camille S. Johnson, Jessi L. Smith, and Colette Van Laar
Frontiers Media SA
COPYRIGHT © 2022 Johnson, Smith and Van Laar. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. Editorial: Women in academia: Challenges and solutions to representation in the social sciences
Jessi L. Smith, L. Lynn Vidler, and Michele S. Moses
Springer Science and Business Media LLC
AbstractAnticipating the deleterious effects of pandemic mitigation protocols on faculty’s research and creative work, many universities introduced mechanisms for pre-tenured faculty to receive tenure clock extensions. Unlike most stop-the-clock extensions, which occur on an individual basis, the stop-the-tenure-clock during COVID-19 was a mass-triggering event that applied to all faculty. Informed by social role theory, we examined this unique situation of stop-the-tenure clock decisions by faculty at two different universities within the same state system. Institutional level demographic and field of study data on faculty decision making at one high research activity university (n = 97) and one very high research activity university (n = 387) were examined at two time points; a first tenure-clock stop opportunity and a second tenure-clock stop opportunity. Results show that although the overall rates of clock-stops were much larger at the research-intense university, the characteristics of who was most likely to accept or opt out of the first tenure-clock stop were similar at both universities. Ethnic minoritized faculty at both universities had greater odds of accepting the clock-stop. Results also showed that at both universities, women were somewhat more likely to accept the first tenure clock extension, and exploratory follow-up shows this gendered decision manifested differently depending on field of study. Relatively few faculty accepted the second tenure clock-stop. Our findings provide a portrait of who accepts or declines tenure clock extensions with important implications for downstream effects on equity within the academy.
Peter McPartlan, Dustin B Thoman, Jennifer Poe, Felisha A Herrera, and Jessi L Smith
Oxford University Press (OUP)
Abstract What motivates faculty teaching gateway courses to consider adopting an evidence-based classroom intervention? In this nationally representative study of biology faculty members in the United States (N = 422), we used expectancy–value–cost theory to understand three convergent motivational processes the faculty members’ underlying intentions to adopt an exemplar evidence-based classroom intervention: the utility value intervention (UVI). Although the faculty members perceived the intervention as valuable, self-reported intentions to implement it were degraded by concerns about costs and lower expectancies for successful implementation. Structural equation modeling revealed that the faculty members reporting lower intentions to adopt it tended to be White and to identify as male and had many years of teaching or were from a more research-focused university. These personal, departmental, and institutional factors mapped onto value, expectancies, and cost perceptions uniquely, showing that each process was a necessary but insufficient way to inspire intentions to adopt the UVI. Our findings suggest multifaceted, context-responsive appeals to support faculty member motivation to scale up adoption of evidence-based classroom interventions.
Leslie Ashburn-Nardo, Corinne A. Moss-Racusin, Jessi L. Smith, Christina M. Sanzari, Theresa K. Vescio, and Peter Glick
Frontiers Media SA
The reproducibility movement in psychology has resulted in numerous highly publicized instances of replication failures. The goal of the present work was to investigate people’s reactions to a psychology replication failure vs. success, and to test whether a failure elicits harsher reactions when the researcher is a woman vs. a man. We examined these questions in a pre-registered experiment with a working adult sample, a conceptual replication of that experiment with a student sample, and an analysis of data compiled and posted by a psychology researcher on their public weblog with the stated goal to improve research replicability by rank-ordering psychology researchers by their “estimated false discovery risk.” Participants in the experiments were randomly assigned to read a news article describing a successful vs. failed replication attempt of original work from a male vs. female psychological scientist, and then completed measures of researcher competence, likability, integrity, perceptions of the research, and behavioral intentions for future interactions with the researcher. In both working adult and student samples, analyses consistently yielded large main effects of replication outcome, but no interaction with researcher gender. Likewise, the coding of weblog data posted in July 2021 indicated that 66.3% of the researchers scrutinized were men and 33.8% were women, and their rank-ordering was not correlated with researcher gender. The lack of support for our pre-registered gender-replication hypothesis is, at first glance, encouraging for women researchers’ careers; however, the substantial effect sizes we observed for replication outcome underscore the tremendous negative impact the reproducibility movement can have on psychologists’ careers. We discuss the implications of such negative perceptions and the possible downstream consequences for women in the field that are essential for future study.
Elizabeth R. Brown, Jessi L. Smith, and Doralyn Rossmann
Frontiers Media SA
Because men are overrepresented within positions of power, men are perceived as the default in academia (androcentrism). Androcentric bias emerges whereby research by men and/or dominated by men is perceived as higher quality and gains more attention. We examined if these androcentric biases materialize within fields that study bias (psychology). How do individuals in close contact with psychology view psychology research outlets (i.e., journals) with titles including the words women, gender, sex, or feminism (sex/gender-related) or contain the words men or masculinity (men-related; Study 1) versus psychology journals that publish other-specialized research, and do these perceptions differ in the general public? While the men-related journal was less meritorious than its other-specialty journal, evidence emerged supporting androcentric bias such that the men-related journal was more favorable than the other sex/gender-related journals (Study 1). Further, undergraduate men taking psychology classes rated sex/gender-related versus other-specialty journals as less favorable, were less likely to recommend subscription (Studies 1–2), and rated the journals as lower quality (Study 2 only). Low endorsement of feminist ideology was associated with less support for sex/gender-related journals versus matched other-specialty journals (Studies 1–2). Decreased subscription recommendations for sex/gender-related journals (and the men-related journal) were mediated by decreased favorability and quality beliefs, especially for men (for the sex/gender-related journals) and those low in feminist ideology (Studies 1–2). However, we found possible androcentric-interest within the public sphere. The public reach of articles (as determined by Altmetrics) published in sex/gender-related was greater than other-specialty journals (Study 3). The consequences of these differential perceptions for students versus the public and the impact on women’s advancement in social science and psychological science are discussed.
Bryce E. Hughes, Jessi L. Smith, Megan Bruun, Elizabeth A. Shanahan, Sara Rushing, Kristen Intemann, Ian M. Handley, Rebecca Belou, Chatanika Stoop, and Leila Sterman
Informa UK Limited
Although women have made tremendous strides toward gender equity within science, technology, engineering, and mathematics (STEM) fields over the past couple of decades, reaching full equity will require the support of faculty colleagues. Department chairs and heads are crucial as the conduit between administration and faculty, yet they are traditionally an understudied contingent. Through in-depth, semi-structured interviews with 10 STEM department heads at a U.S. university, we uncovered the limiting ideologies that guide department leaders’ sensemaking around achieving gender equity—specifically meritocracy, objectivity, and neoliberalism. We discuss the implications for gender equity programs within higher education in terms of addressing these deeper frames of reference to achieve long-lasting outcomes. On one hand, change agents can leverage these dominant ideologies to create a shift in department leaders’ mind-sets, leading to earlier understanding and buy-in; on the other hand, failing to critically challenge these deep-seated assumptions and beliefs can impede long-term success.
Dustin B. Thoman, Melo-Jean Yap, Felisha A. Herrera, and Jessi L. Smith
American Society for Cell Biology (ASCB)
The diversity intervention-resistance to action model is presented along with interviews of biology faculty undertaken to understand how resistance to implementing diversity-enhancing classroom interventions manifests at four specific input points within a rational decision-making process that too often results in inaction.
Jill Allen, Elizabeth R. Brown, Alexi Ginther, Jasmine Elise Graham, Dominic Mercurio, and Jessi L. Smith
Springer Science and Business Media LLC
Jessi L. Smith, Peter McPartlan, Jennifer Poe, and Dustin B. Thoman
American Psychological Association (APA)
OBJECTIVES
Academia is grappling with how to address persistent underrepresentation and reduce inequities. With so many diversity-enhancing initiatives underway, some within the academic community might experience "diversity fatigue," a construct we use to understand majority groups' feelings of weariness toward diversity efforts.
METHOD
For our testing purposes, we focused on ethnic and minority underrepresentation, and collected data in four studies from 473 White American students and faculty. Using exploratory and confirmatory factor analysis and latent profile analysis, we develop and confirm the single factor structure of the final 6-item Diversity Fatigue scale. We measured associations with other established measures and examined the strength of the association between diversity fatigue and faculty's support for a diversity-enhancing intervention.
RESULTS
Results demonstrated scale reliability, convergent validity with system-justifying beliefs, and offer suggestive evidence of discriminant validity with inclusion concerns and implicit race-based associations. Although mean levels of diversity fatigue were low overall, diversity fatigue scores were related to concerns about the effort involved with diversity work and were significantly associated with faculty's motivation to adopt a diversity-enhancing classroom activity.
CONCLUSIONS
Diversity fatigue in academia is a dampening in people's response to or enthusiasm for efforts that improve the experience of underrepresented people. This state experience is connected to system-justifying beliefs and is related to concerns about the effort required to do diversity interventions. Understanding and measuring this construct has implications for the psychology of intergroup relations, as well as practical implications for campus communities committed to diversity programs. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
Rose Dormanen, Courtney S. Sanders, Joseph Maffly-Kipp, Jessi L. Smith, and Matthew Vess
SAGE Publications
We tested whether women’s sense of authenticity can be compromised by the expression of masculine characteristics and whether feelings of authenticity directly or indirectly connect masculine expression to a diminished sense of interest in a science position. In Study 1 ( N = 105), we randomly assigned female undergraduates to present themselves as possessing traditionally high masculine characteristics or possessing non-masculine characteristics. They recorded a video “interview” for a science laboratory position and reported on their feelings of authenticity. Women in the masculine-expression condition reported less authenticity, which was in turn associated with less interest in the position. Study 2 ( N = 240 women) showed that expressing masculine characteristics in a written “application” led to lower levels of authenticity and, in turn, less interest in the position. This effect occurred most strongly among women relatively high in feminine identification and low in masculine identification. These studies indicate that women who express masculine characteristics in science settings may experience less authenticity, which can in turn contribute to diminished interest in a science position. These findings suggest that efforts to improve women’s experiences in stereotypically masculine settings should focus on mitigating psychological connections between gender and success in those settings. Online slides for instructors who want to use this article for teaching are available on PWQ's website at http://journals.sagepub.com/doi/suppl/10.1177/0361684320947648
Mary C. Murphy, Amanda F. Mejia, Jorge Mejia, Xiaoran Yan, Sapna Cheryan, Nilanjana Dasgupta, Mesmin Destin, Stephanie A. Fryberg, Julie A. Garcia, Elizabeth L. Haines,et al.
Proceedings of the National Academy of Sciences
SignificanceScience is rapidly changing with the current movement to improve science focused largely on reproducibility/replicability and open science practices. Through network modeling and semantic analysis, this article provides an initial exploration of the structure, cultural frames of collaboration and prosociality, and representation of women in the open science and reproducibility literatures. Network analyses reveal that the open science and reproducibility literatures are emerging relatively independently with few common papers or authors. Open science has a more collaborative structure and includes more explicit language reflecting communality and prosociality than does reproducibility. Finally, women publish more frequently in high-status author positions within open science compared with reproducibility. Implications for cultivating a diverse, collaborative culture of science are discussed.
Brock J. Lameres, Maxwell S. Burns, Dustin B. Thoman, and Jessi L. Smith
Institute of Electrical and Electronics Engineers (IEEE)
<italic>Contribution:</italic> Prior studies on goal congruity show that students are more motivated to pursue careers that allow them to work with and help others and give back to their community (i.e., careers that afford prosocial value). This paper discovers this same pattern in electrical engineering (EE) and discovers that prosocial affordance beliefs are significantly associated with intensions to persist, while agency beliefs are not. <italic>Background:</italic> Goal congruity theory finds that people are more motivated to pursue a career if it aligns with values they endorse. This theory can shed light on why some students do not persist in EE because of the stereotype that the profession does not allow working with and helping others. <italic>Research Questions:</italic> This paper seeks to answer whether EE students perceive the profession as affording prosocial value, and to test associations between prosocial perceptions and motivation to persist in the field. <italic>Methodology:</italic> The first study in this paper was conducted on students in an introductory EE course (<inline-formula> <tex-math notation="LaTeX">$n\\,\\,= 79$ </tex-math></inline-formula>) that measured affordance beliefs about the EE profession and tested associations with intensions to persist. The second study compared affordance beliefs and trait endorsements held by students in the introductory level course with those in an advanced EE courses (<inline-formula> <tex-math notation="LaTeX">$n\\,\\,=51$ </tex-math></inline-formula>). <italic>Findings:</italic> Mediation analysis revealed that the more novice students believe that EE allows them to fulfill prosocial goals, the greater their persistence intentions (95% CI: 0.01 to 0.34). This analysis also showed that agency beliefs were not strongly associated with persistence intensions.
Erin A Cech, Jessi L Smith, and Anneke Metz
Oxford University Press (OUP)
Abstract Although indigenous populations have been subjected to some of the worst forms of institutionalized oppression in the United States, little social science research has sought to understand the day-to-day ethnoracial biases that contemporary Native American populations face. Seeking to expand this knowledge, we present a theoretical framework of the cultural processes of ethnoracial disadvantage experienced by Native American students in predominantly white colleges. Drawing on 65 in-depth interviews with 50 Native students, we identify four cultural processes of disadvantage: derogatory stereotyping, exoticized othering, delegitimation, and assimilation pressures related to cultural hegemony. Intertwined with these processes is the cultural permissibility of ignorance, a willful dearth of knowledge—and lack of accountability for knowledge—about indigenous peoples, traditions, and histories of oppression which enable these biases and exclusions. Students tend to respond to these cultural processes of disadvantage in three ways: educating others, working to disprove stereotypes, and spanning two worlds. We end by discussing how these results help advance theoretical understanding of ethnoracial bias toward indigenous populations and cultural processes of ethnoracial inequality in the United States more broadly.
Dustin B. Thoman, Garam A. Lee, Jeanette Zambrano, Danielle M. Geerling, Jessi L. Smith, and Carol Sansone
SAGE Publications
Understanding group-based inequalities in education requires attention not only to performance and achievement outcomes, but also to whether and how students sustain motivation for their educational and career paths over long periods of time. The self-regulation of motivation (SRM) model describes how students’ choices to persist are driven by the dynamic interaction between goals-defined motivation, which typically guides choices to start or reengage in an activity, and experience-defined motivation (or interest), which becomes a proximal predictor of persistence once engaged in the activity. Social influences can shape both kinds of motivations in ways that systematically contribute to differences in student persistence across groups and in how people self-regulate motivation. In this paper, we detail the ways in which social roles and group norms, interpersonal bias, and institutional structural barriers can shape motivational experiences and persistence of underrepresented groups of students through several specified processes within the SRM model. We describe how the model might illumine underlying causes of differential participation rates in certain fields, and we discuss key directions for future research.
Jill Allen, Jessi L. Smith, and Lynda B. Ransdell
Emerald
As universities grapple with broadening participation of women in science, many ADVANCE funded institutions hone in on transforming search committee practices to better consider dual-career partners and affirmative action hires (“opportunity hires”). To date, there is a lack of empirical research on the consequences and processes underlying such a focus. The purpose of this paper is to examine whether and how two ADVANCE-recommended hiring practices, dual-career hiring and affirmative action hiring, help or hinder women’s participation in academic science.,In two experiments, the authors tested what happens to a science candidate’s evaluation and offer when that candidate reveals he or she has a dual-career partner (vs is a solo-candidate, Experiment 1) or if it is revealed that the candidate under review is the dual-hire partner or is a target of opportunity hire (vs primary candidate, Experiment 2). A random US national sample of academic scientists provided anonymous external recommendations to an ostensible faculty search committee.,Evaluators supported the job offer to a primary candidate requiring a heterosexual partner accommodation. This good news, however, was offset by the results of Experiment 2, which showed that support for the partner or affirmative action candidate depended on the evaluator’s gender. Taken together, the research identifies important personal and contextual features that sometimes do – and sometimes do not – impact hiring perceptions of women in science.,The authors believe the effects of such an emphasis on opportunity hires within ADVANCE funded institutions may be considerable and inform changes to policies and practices that help bring about gender equality.
Megan Bruun, Shannon Willoughby, and Jessi L. Smith
American Physical Society (APS)
Supporting efforts to grow the scientific workforce means articulating and comparing the content of science field stereotypes. To do this, data were collected from the general public [undergraduates (n 1⁄4 121) and Amazon Mechanical Turk workers (n 1⁄4 223)] as well as from people within science [attendees of an undergraduate conference for women in physics (n 1⁄4 34)]. Participants were randomly assigned to consider either biologists or physicists and then produce both spontaneous judgments and rate various person traits (e.g., ratings related to looks and personality and hobbies) and field characteristics (e.g., ratings related to the working conditions, norms, and expectations for the field). Analyses show stereotypes of the scientist and the science field were statistically significantly negative overall, with stereotypes about physicists and the field of physics more negative than biology. Compared to biologists, physicists were perceived as statistically significantly more competent, but statistically significantly more unattractive, tech oriented, awkward, and loners. Furthermore, compared to biology, a job in physics was viewed as having fewer opportunities for working with and helping others, but more opportunities for agency, a greater requirement for innate brilliance and effort to succeed, and as more difficult. That said, physicists were more envied than biologists. Data were triangulated with open-ended responses illustrating that across samples, people are more likely to reproduce science stereotypes for physicists. Implications for stereotype research and broadening participation of the science workforce are discussed, with a focus on the utility of role models and classroom interventions that negate stereotypes such as writing activities and encouraging students to approach physics with a growth mindset. Instructors are encouraged to consider what stereotypes students have about the field of physics and physicists. At the department level, instructors are encouraged to consider hosting a Conference for Undergraduate Women in Physics sponsored in part by the American Physical Society.
Jessi L. Smith, Ian M. Handley, Sara Rushing, Rebecca Belou, Elizabeth A. Shanahan, Monica C. Skewes, Lexie Kambich, Joy Honea, and Kristen Intemann
American Psychological Association (APA)
Can gender-based diversity programs benefit everyone? We tested whether and how a broadening participation program intended to benefit women working within male-dominated academic fields of science, technology, engineering, and mathematics, may relate to job satisfaction for all who feel involved. Informed by self-determination theory (Deci & Ryan, 2012), we designed and tested a gender-diversity program that supported women faculty’s psychological need for autonomy, relatedness, and competence through their involvement in five activities embedded in three “ADVANCE Project TRACS” (Transformation through Relatedness Autonomy and Competence Support) initiatives. Longitudinal repeated measures collected over 3 years from men and women tenure track faculty across disciplines show that for everyone, involvement with the program predicted a significant positive change in psychological need satisfaction. This change was associated with positive changes in job satisfaction over time. Results demonstrate the success of this particular program, and suggest that diversity programs that target one group can have wide-spread positive impacts on all who feel involved.
Industry, Institute, or Organisation Collaboration
Creative Arts Solution Foundation a non-governmental foundation.
In collaboration with Logos State Government.