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The impact of coronavirus disease 2019 challenged schools and credential programs to adjust pedagogy, but rapid changes impeded equitable practices to K-12 grade English Learners (ELs). The framework stems from critical multicultural education. Data represented 81 credential candidates across three universities. Study confirmed that ELs lacked access to online learning, active engagement with peers/teachers, and differentiated instruction due to rapid changes and uncertainties to their programs.

This study examined communal goal mismatch among a large sample of White and LatinX STEM students. Drawing on goal congruity and the cultural mismatch theories, we created a mismatch score, the difference between student perceptions of communal opportunities afforded in STEM and their personal endorsement. We hypothesized that LatinX STEM majors would have significantly higher mismatch levels for communal goals than White students, negatively predicting their sense of belonging and intentions to pursue a STEM career. Results did not support these hypotheses of a linear relationship but supported a curvilinear relationship. Subsequent analyses revealed the importance of differentiating between positive mismatch (i.e., STEM fields afford more communal opportunities than desired) and negative mismatch (i.e., STEM fields afford fewer communal goal opportunities than desired). Differentiating the type of mismatch clarified the pattern of results, and negative mismatch was associated with a reduced sense of belonging and lower intentions to pursue STEM.

IntroductionCo-use of tobacco and marijuana is common, and research suggests that marijuana use may be a barrier to smoking cessation. Research to date has not evaluated how marijuana use affects e-cigarette switching behaviors and related outcomes in a harm reduction trial.Aims and methodsThis secondary analysis includes African American (48%) and Latinx (52%) adult smokers randomized to the e-cigarette group (N = 114) of a harm reduction clinical trial from 2018 to 2019. Participants were provided JUUL e-cigarettes and encouraged to make an exclusive switch for 6 weeks. Our primary outcome was cigarettes smoked per week. Secondary health outcomes were e-cigarette substitution (calculated by measuring e-cigarette pod use), expired carbon monoxide (CO), and respiratory symptoms. Marijuana products were recorded at three timepoints and coded for combustion.ResultsMarijuana use during the study (n = 52, 46%) was not associated with week 6 cigarettes smoked or e-cigarette substitution, and combustible marijuana use was not associated with week 6 respiratory symptoms (ps > .05). After controlling for cigarettes smoked at week 6, combustible marijuana use was significantly associated with a 4.4 ppm increase in CO compared with no use of marijuana (p = .001).ConclusionsMarijuana use was not a barrier to switching to e-cigarettes in this 6-week trial. Marijuana use contributed to elevated CO, reflecting greater exposure to toxic combustion products, beyond the effects of cigarette smoking. Marijuana co-use may increase risk of adverse health outcomes and may be a confounding factor when using CO as an endpoint to bioverify exclusive e-cigarette use.ImplicationsThis is the first known study to examine the effects of marijuana use on smokers switching to e-cigarettes. Marijuana use was not a barrier to cigarette reduction in a 6-week randomized clinical trial. Marijuana use uniquely contributed to higher carbon monoxide among cigarette smokers, indicating greater exposure to toxic combustion products, which could increase risk of adverse health outcomes. Furthermore, combustible marijuana use may be a confounding factor when CO is used as an endpoint to bioverify exclusive e-cigarette use.

Mentoring relationships can be important for promoting the success and persistence of undergraduates, particularly for students from historically underrepresented groups in science, technology, engineering, and mathematics (STEM) disciplines. While mentoring is often cited as important for attracting and retaining students from underrepresented groups in STEM, little is known about the differential mentoring processes that can result from similar and dissimilar mentor-protégé pairs. The present study tests the process-oriented mentorship model (POMM) regarding how mentor-protégé similarities and the moderating role of contact frequency influence mentorship quality and STEM research career persistence intentions among faculty-mentored Hispanic STEM majors in their senior year of college. The results indicate that mentor-protégé similarity matters. Specifically, higher levels of mentor-protégé psychological similarity were related to higher levels of psychosocial support and relationship satisfaction. Hispanic students with a Hispanic faculty mentor reported engaging in more coauthoring opportunities than peers with non-Hispanic mentors. Among those with higher contact frequency, students with same-gender mentors had higher levels of relationship satisfaction than peers with different-gender mentors; however, there were no differences among those with low contact frequency. Additionally, protégés who reported coauthoring support were more likely to also report commitment to pursuing a STEM research career.

Mentoring, particularly same-gender and same-race mentoring, is increasingly seen as a powerful method to attract and retain more women and racial minorities into science, technology, engineering, and mathematics (STEM) education and careers. This study examines elements of a mentoring dyad relationship (i.e., demographic and perceived similarity of values) that influenced the perceived quality of mentorship, as well as the effect of mentorship on STEM career commitment. A national sample of African American undergraduates majoring in STEM disciplines were surveyed in their senior year. Overall, perceived similarity, rather than demographic similarity of values, was the most important factor associated with protégé perceptions of high-quality mentorship, which in turn was associated with higher commitment to STEM careers. We discuss the implications for mentoring underrepresented students and broadening participation in STEM.

Background: Encouraging student involvement in undergraduate research may be a way institutions can foster pursuit of research as a career. This article examines how engineering students' interests combine with perceived faculty encouragement to influence their plans for involvement in undergraduate and professional research. Purpose/Hypothesis: Individuals orient differently to people and things in their environments. We examine how thing and person orientations affect undergraduates' interest in engineering research. We hypothesize that thing orientation will be directly related to interest in an engineering research career, but that person orientation will have an indirect effect through student perceptions of faculty encouragement and student intentions to participate in undergraduate research. Design/Method: Engineering undergraduates from a research-intensive university provided data about their interests in things and people, perceptions of faculty encouragement to participate in research, and intentions to pursue undergraduate research and research careers. Results: Thing orientation directly predicts research career intentions in engineering. Person orientation has an indirect effect on career interests through greater perceptions of faculty encouragement to participate in undergraduate research. Perceptions of encouragement translate into greater intentions to participate in undergraduate research and then greater interest in pursuing a research career. Conclusions: Both thing and person orientations influence the plans and intentions of engineering students. Perceived faculty encouragement and participation in undergraduate research are important predictors of students' interest in pursuing a research career.

For more than 40 years, there has been a concerted national effort to promote diversity among the scientific research community. Yet given the persistent national-level disparity in educational achievements of students from various ethnic and racial groups, the efficacy of these programs has come into question. The current study reports results from a longitudinal study of students supported by a national National Institutes of Health-funded minority training program, and a propensity score matched control. Growth curve analyses using Hierarchical Linear Modeling show that students supported by Research Initiative for Science Excellence were more likely to persist in their intentions to pursue a scientific research career. In addition, growth curve analyses indicate that undergraduate research experience, but not having a mentor, predicted student persistence in science. (Contains 2 notes, 4 tables, and 2 figures.)

Students from several ethnic minority groups are underrepresented in the sciences, indicating that minority students more frequently drop out of the scientific career path than nonminority students. Viewed from a perspective of social influence, this pattern suggests that minority students do not integrate into the scientific community at the same rate as nonminority students. Kelman (1958, 2006) described a tripartite integration model of social influence by which a person orients to a social system. To test whether this model predicts integration into the scientific community, we conducted analyses of data from a national panel of minority science students. A structural equation model framework showed that self-efficacy (operationalized to be consistent with Kelman's rule orientation) predicted student intentions to pursue a scientific career. However, when identification as a scientist and internalization of values were added to the model, self-efficacy became a poorer predictor of intention. Additional mediation analyses supported the conclusion that while having scientific self-efficacy is important, identifying with and endorsing the values of the social system reflect a deeper integration and more durable motivation to persist as a scientist. (Contains 2 footnotes, 4 tables, and 2 figures.)