Search

In this reflective piece, the author, a Latino librarian with 25 years of experience in academic libraries, explores the challenges and opportunities surrounding diversity and inclusion within the profession. Through personal anecdotes and historical context, the author highlights the persistent underrepresentation of Latinx librarians in academic settings and the growing importance of addressing this disparity, particularly in response to the demographic shifts in the United States. The establishment of the REFORMA Academic Librarians Advancing Service (ALAS) committee emerges as a pivotal initiative aimed at empowering Latinx librarians and better serving Latinx student populations. Drawing inspiration from mentors and predecessors, the author emphasizes the need for proactive measures from library deans and directors to support initiatives like ALAS, promote cultural competency, and foster diversity within their institutions. By fostering inclusivity, representation, cultural competency, and equitable access to knowledge, the profession can evolve to reflect the diversity of the communities it serves. [ABSTRACT FROM AUTHOR]

Background: Out-of-school time (OST) science, technology, engineering, and math (STEM) programming has positive impacts for youth, and the importance of engineering design activities and principles within STEM programming is well-supported by research. Including subject matter experts (SMEs) in these programs enriches the experience of youth participants. Public libraries are widely accessible to the public, and their role in the OST arena is expanding. Library staff can boost the quality of STEM learning experiences by partnering with SMEs. Purpose: Subject matter experts (SME) contribute more than just their expertise. Between 2018 and 2019, a group of diverse professional engineers and librarians co-facilitated engineering activities at six U.S. libraries serving traditionally underserved populations. This study investigates the alignment in active learning preferences between youth, library staff, and professional engineer volunteers. Method: The study's design implemented the Framework for the Observation and Categorization of Instructional Strategies (FOCIS), which identifies seven different types of learning activities: collaborating, competing, performing, discovering, making, teaching, and caretaking. The FOCIS helped researchers evaluate the learning activity preferences of youth participants, engineers, and librarians. Results: The analysis showed that the learning activity preferences of youth and engineers were much more closely aligned than those of librarians. Conclusions: Alignment between youth-program participants and SME program facilitators has the potential to enrich the program experience and foster active engagement. [ABSTRACT FROM AUTHOR]

In 1929, the United States limited the number of congressional districts for the House of Representatives to 435 seats through the Permanent Apportionment Act. At the time, the average number of people within a congressional district stood at around 280,000 persons. In the 2020 census, this number has risen to 761,000 people per district. As a result, the voting power of citizens has been diminished. Representatives also face issues including logistical challenges in providing aid and information to constituents due to large populations. Importantly, the 435-seat limit dilutes the voting power of the electorate by reducing representation in states that have disproportionately large populations. This article argues that the 435 limit enacted by the 1929 Permanent Apportionment Act and the current method of apportioning districts to each state conflicts with precedent set by the Supreme Court from the cases Reynolds v. Sims, 377 U.S. 533 (1964) and Wesberry v. Sanders, 376 U.S. 1 (1964). The 1929 Permanent Apportionment Act also violates the Fourteenth Amendment right to equal protection of residents who live in states with slow growth rates. This article will advocate for Congress to repeal the 1929 Permanent Apportionment Act and return to the practice of expanding the number of House seats every ten years, as well as lowering the size of each congressional district.

Under-representation of subgroups of the population in clinical trials has been and continues to be a problem despite goals of academia, industry, and government. Older adults are among the groups that are under-represented in trials of medications that they are likely to receive once marketing approval has been received. Recent legislation that mandates that clinical trial participants be representative of patient population has been passed and creates hope that greater numbers of older adults will be enrolled in clinical trials and that they will be representative of "typical" geriatric patients. However, there is the need for collection of current data on disease prevalences with granularity as to age, gender, and race as well as geriatric co-morbidities to assess the representativeness of clinical trial participants relative to patient populations. Consensus on definitions and collection of data relevant to geriatric patient populations are needed to evaluate effects of comorbidities, frailty, cognitive and physical function. There will also be a need for expansion of the geriatric research workforce, facilities for research both in academic centers but also in the community and long-term care facilities, and for engagement with and involvement of communities that have been traditionally under-represented to conduct clinical trials that enroll truly representative patient populations.

ObjectiveTo describe the participation of racial and ethnic minority groups (REMGs) in gynecologic oncology trials.MethodsGynecologic oncology studies registered on ClinicalTrials.gov between 2007 and 2020 were identified. Trials with published results were analyzed based on reporting of race/ethnicity in relation to disease site and trial characteristics. Expected enrollment by race/ethnicity was calculated and compared to actual enrollment, adjusted for 2010 US Census population data.Results2146 gynecologic oncology trials were identified. Of published trials (n = 252), 99 (39.3%) reported race/ethnicity data. Recent trials were more likely to report these data (36% from 2007 to 2009; 51% 2013-2015; and 53% from 2016 to 2018, p = 0.01). Of all trials, ovarian cancer trials were least likely to report race/ethnicity data (32.1% vs 39.3%, p = 0.011). Population-adjusted under-enrollment for Blacks was 7-fold in ovarian cancer, Latinx 10-fold for ovarian and 6-fold in uterine cancer trials, Asians 2.5-fold in uterine cancer trials, and American Indian and Alaska Native individuals 6-fold in ovarian trials. Trials for most disease sites have enrolled more REMGs in recent years - REMGs made up 19.6% of trial participants in 2007-2009 compared to 38.1% in 2016-2018 (p

A self-study of International Journal of Exercise Science(IJES) publications from 2008 through 2021 revealed a sex-data gap in participant and corresponding author representation. This finding prompted the creation of the IJES Working Group for Opportunity, Representation, and Diverse Perspectives. We are a collaborative team of authors, reviewers, and editors, spanning both rural and urban teaching- and research-focused institutions, who assembled regularly starting in September 2023. The goal was to contemplate potential challenges and opportunities around diversity, equity, and inclusion (DEI), elicit discourse, and broaden inclusion and representation in exercise science research. Our group identified six main challenges/opportunities: 1) Mixed Definitions and Applications of DEI Principles; 2) Competing Lifeviews and Worldviews; 3) Oversight and Enforcement of DEI Principles in IJES; 4) Oversight and Enforcement of DEI Principles in the Broader Field; 5) IJES is a Home for Developing Scholars; and 6) Lag Time for Creating Change in IJES. As a growing international journal, we depend on a diverse group of authors, reviewers, editors, and readers to achieve our mission. Accordingly, the Working Group encourages impactful, inclusive research that broadens representation within exercise science. [ABSTRACT FROM AUTHOR]

Traditional identification approaches have often excluded many students from underrepresented backgrounds from gifted and talented service programs. This study introduces an innovative identification method based on the Bull's Eye Model for Affective Development—Expansion (BEM-e), which focuses on identifying giftedness and talents through targeted positive psychological traits. This method is integrated within an affective curriculum designed to create authentic learning environments that align with students' interests and strengths, fostering deeper engagement, motivation, and self-efficacy. Grounded in the positive psychology theory, the curriculum includes engaging, activity-oriented modules with comprehensive dynamic assessments. These assessments allow teachers to identify a broad range of talents and abilities, promoting equity and a holistic identification process, which contributes to a more equitable and comprehensive education system. [ABSTRACT FROM AUTHOR]

During the Islamic Republic of Afghanistan (2001–2021), the expected representation of Afghan women in leadership and executive roles was not achieved. This study examines factors contributing to this glass ceiling effect. Our research involved 317 participants, comprising 302 civil service professionals and 15 civil society activists. Employing a mixed-methods approach, thematic analysis was conducted for the qualitative data. For the quantitative data, descriptive statistics such as mean and standard deviation were utilized to characterize the data, and analysis of variance (ANOVA) was employed to explore differences in responses across key demographic and professional categories. We found that several glass ceiling perceptions, specifically ‘Cultural Barrier Factors’ including entrenched patriarchal norms and familial challenges; ‘Individual Factors’ such as work-family conflict (WFC); ‘Work-Environment Factors’ like nepotism and the absence of merit-based systems; and ‘Interpersonal Relationships’ including weak support networks and the existence of ‘Queen Bee Syndrome’, impeded the advancement of Afghan women in leadership roles. [ABSTRACT FROM AUTHOR]

Under‐representation of subgroups of the population in clinical trials has been and continues to be a problem despite goals of academia, industry, and government. Older adults are among the groups that are under‐represented in trials of medications that they are likely to receive once marketing approval has been received. Recent legislation that mandates that clinical trial participants be representative of patient population has been passed and creates hope that greater numbers of older adults will be enrolled in clinical trials and that they will be representative of "typical" geriatric patients. However, there is the need for collection of current data on disease prevalences with granularity as to age, gender, and race as well as geriatric co‐morbidities to assess the representativeness of clinical trial participants relative to patient populations. Consensus on definitions and collection of data relevant to geriatric patient populations are needed to evaluate effects of comorbidities, frailty, cognitive and physical function. There will also be a need for expansion of the geriatric research workforce, facilities for research both in academic centers but also in the community and long‐term care facilities, and for engagement with and involvement of communities that have been traditionally under‐represented to conduct clinical trials that enroll truly representative patient populations. [ABSTRACT FROM AUTHOR]

Metacognition is a valuable tool due to its role in self-regulated learning. However, online learning settings bring new challenges for engaging in metacognition given the unique opportunities and challenges presented by the online space, especially for diverse populations and students underrepresented in STEM (UR-STEM). Thus, we investigated whether a relationship existed between college STEM students’ metacognition—measured by their spontaneously produced metacognitive phrases in online course discussions forums—and their success in an online STEM college course—measured by their final course grade. Using Bayesian generalized linear models, we examined whether this relationship differed for UR-STEM compared to non-UR-STEM students and whether related course behaviors (i.e., engagement and verbosity) and prior knowledge predicted variance in course grade. Metacognition plausibly predicted course grade and no plausible differences between UR- and non-UR-STEM students were found, suggesting that the online space could afford students from diverse groups the capacity to engage equally in a critical aspect of self-regulated learning: metacognition. Implications of the results for teaching and learning STEM content in the online space are discussed. [ABSTRACT FROM AUTHOR]

Blacks have been systematically under‐represented in the Agricultural Economics profession, representing only 7% of agricultural economists in academia and between 5% and 10% in the private and public sectors, respectively. Although different policies and funding strategies have been implemented to increase the representation of minorities in the profession, these numbers have not shown significant improvements over time. This paper provides an overview of the history, role, and struggles of 1890 Land‐Grant Historically Black Colleges and Universities in general, and in particular, their agricultural economics and business (AEB) Programs. Recommendations and thoughts on how to increase diversity in AEB programs are also discussed. [ABSTRACT FROM AUTHOR]

This essay explores the work of women who shaped the collection of the Smithsonian's Anacostia Community Museum: Historian and Director of Research Louise Daniel Hutchinson (1928–2014), Curator Portia James (1953–2015), and Historian Gail S. Lowe (1950–2015) whose exhibitions and projects built a rich community-based collection. Hutchinson's work during the formative years of 1974 to 1986 elevated local voices in the research process and brought educator, Anna J. Cooper (1858–1964) out of obscurity. Portia James' including community voices and perspectives in the exhibition process, resulting in her most celebrated exhibitions: Black Mosaic: Community, Race, and Ethnicity Among Black Immigrants in Washington, D.C. (1994). Her project amassed a large amount of oral history interviews, photographic documentation, and research files. Gail S. Lowe's projects expanded the museum collection to include national and international voices on issues that resonated with the local community. Her exhibition exploring contemporary African American religious traditions, generated primary research materials on diverse faiths and spiritual traditions espoused by African Americans in Washington, D.C., and selected cities across the country. The collective work of all these women generated a wealth of resources and invaluable information that continues to be consulted by scholars and the public. [ABSTRACT FROM AUTHOR]

In this qualitative case study, we investigated the role of an advanced math curriculum with language scaffolding on the development of geometric and visual-spatial reasoning skills in young mathematically promising English learners (MPELs). Specifically, we examined the effects of providing MPELs with challenging and supportive math curriculum to facilitate the development of mathematical potential through a geometry unit. Twenty-one MPELs were randomly assigned to either an intervention or a comparison class. The data sources included audio recordings of class sessions, documents of math tasks, field notes, and test scores. Findings revealed that in the intervention class, tasks required more cognitive demands, and students were encouraged to contribute to classroom discourse more than in the comparison class. MPELs in the intervention class demonstrated greater gains in geometric reasoning compared to their peers in the comparison class. These findings underscore the point that challenging and supportive curricula can effectively nurture the mathematical potential of underrepresented gifted students. [ABSTRACT FROM AUTHOR]

Indigenous people worldwide are at increased risk of mental health problems compared with non-Indigenous people. Longstanding impacts of colonisation, systematic exclusion from rights and subsequent discrimination, and lack of access to quality education and healthcare, including mental healthcare, have been identified as contributory factors to these disproportionate mental health problems. With limited access, Indigenous people are less likely to seek healthcare, owing to the insufficient number of healthcare professionals representing Indigenous communities. In the face of growing numbers of mental health problems in Indigenous people in Bangladesh, this paper sheds light on the inadequate number of mental health professionals, particularly from Indigenous communities, and the potential impacts of this on the well-being of Indigenous people, and considers ways to increase representation of Indigenous mental health professionals. The aim is to ensure that the mental health system in Bangladesh is inclusive and embraces the country's diversity.

Medical education pathway programs address disparity in the medical workforce, particularly in rural areas, but inequity between program participants detracts from the goal. Universal, rather than targeted, stipends overcome this inequity. We report an evaluation of a universal stipend program for undergraduate students in a medical education pathway program. The stipend covers costs associated with preparing to take the MCAT exam. Findings reveal that students who are less advantaged, have lower income, and whose parents have less education, received more benefits from the stipend than those from advantaged backgrounds. The universal stipend design avoids stigmatizing recipients while it helps grow the medical education pathway.

Indigenous people worldwide are at increased risk of mental health problems compared with non-Indigenous people. Longstanding impacts of colonisation, systematic exclusion from rights and subsequent discrimination, and lack of access to quality education and healthcare, including mental healthcare, have been identified as contributory factors to these disproportionate mental health problems. With limited access, Indigenous people are less likely to seek healthcare, owing to the insufficient number of healthcare professionals representing Indigenous communities. In the face of growing numbers of mental health problems in Indigenous people in Bangladesh, this paper sheds light on the inadequate number of mental health professionals, particularly from Indigenous communities, and the potential impacts of this on the well-being of Indigenous people, and considers ways to increase representation of Indigenous mental health professionals. The aim is to ensure that the mental health system in Bangladesh is inclusive and embraces the country's diversity. [ABSTRACT FROM AUTHOR]

In this perspective, we examine the impact of social exclusion on marginalized communities in India within STEM education and careers. The structures of social inequality are viewed principally along the axes of caste, gender, and their intersectionality. In India, although caste-based discrimination is illegal, and affirmative action by the state is constitutionally mandated, the caste system is kept alive by social practices in society and among the scientific community. Caste privilege often masquerades as "merit" and its impact is underplayed. Dalits (from the most oppressed classes), especially from a rural background, are the worst represented in STEM. While gender-based discrimination is a global problem, specific practices in hiring and career advancement in India aggravate this problem. Intersectionality problems remain largely unacknowledged in India. While policy initiatives do attempt affirmative action, they are rather weak. We advocate community awareness and education on these issues, both among the general public and within the STEM community in India. [ABSTRACT FROM AUTHOR]

In the coaching profession, women's proportion is much lower than men's, and the multitude of reasons behind it have been analyzed by numerous scientific and professional forums. In the Hungarian context, research has paid relatively little attention to this area, although this is where male dominance is the most prevalent. This is also true for tennis, even if on the international stage, this is the sport where the struggle for the equal recognition of women began, and at present, ITF and WTA are actively engaged in promoting more balanced gender relations. In the Hungarian Tennis Federation (HTF), a Women's Committee was founded in 2020 and has been working towards the promotion of female competitors, managers, and coaches as well, aiming to increase the number of women and to promote their opportunities and progress. Our paper presents the results of empirical research, including (1) an online survey, carried out among women, working as tennis coaches (N1=94), with a focus on their professional progress, prestige, and financial remuneration. Since we did not have any data on the number of female coaches working in Hungarian tennis, it was not possible to take a representative sample of that population, so we tried to reach as many coaches as possible using the snowball sampling method. Additionally, to explore the opinion of employers of coaches, we conducted(2) semi-structured in-depth interviews with top competitors (N2=4), female club managers (N3=3), and the president of the Women's Committee, Andrea Temesvari, former Grand Slam winner in women doubles, WTA No. 7 player in 1984 (www.itftennis.com) who also works as a coach. The results show that female coaches mainly work in leisure and youth tennis, at the level of elite tennis it is uncharacteristic to find a female coach. When compared with men, they mainly sense a disadvantage in prestige, not financial remuneration, which can be explained by existing negative stereotypes concerning their professional competence. [ABSTRACT FROM AUTHOR]

Recognizing civil unrest linked to systemic institutional inequity and gentrification of urban centers, this study examined access to, equity in, and missingness from gifted education of Black youth. With more than 80% of Black youth educated in cities and suburbs, underrepresentation in gifted programs plague urban centers. Examination of OCR Data by Title I School status revealed 45% fewer Black students identified in Title I Schools. Additionally, in every state and school locale, Black youth were underidentified on average by 50%. In 2016, 276,840 Black students were identified as gifted, with as many as 771,728 (73.60%) missing from identification. [ABSTRACT FROM AUTHOR]

Dr. Marcia Gentry is a well-known researcher who contributed to the "equity" issue in the field of gifted and talented education. This study reviewed her peer-reviewed research articles to understand her lifelong works (i.e. publication year, collaboration rate with colleagues, journal types, percentage of articles related to equity issues, and characteristics of the keywords used in her studies). Based on the descriptive and thematic analyses of her 54 journal articles, it is evident that Dr. Marcia Gentry not only actively devoted herself to identifying and serving underserved populations but expanded her research agenda to diverse educational topics with evidence-based findings. In addition, she was a great collaborator and a productive writer who continuously published her works throughout her academic journey. [ABSTRACT FROM AUTHOR]

Underrepresentation of socioeconomically, culturally, and/or linguistically diverse (SCLD) children with neurodevelopmental disorders (NDD) and their families has become a focal point for researchers. This systematic review aimed to identify researchers' strategies for recruiting and retaining SCLD families of children with NDD, published between 1993 and 2018. One hundred twenty-six articles were included, and study samples were categorized as "High SCLD" and "Low SCLD". Chi-square tests of independence were used to determine associations between sample composition (i.e., High/Low SCLD sample) and study characteristics reported. Significant associations were found between sample composition and studies that explicitly stated intention to recruit SCLD families, χ2(1) = 12.70, p <.001, Phi = 0.38 (moderate); and for studies that reported the following participant characteristics: language, χ2(1) = 29.58, p <.001, Phi = 0.48 (moderate-to-large); and race/ethnicity + SES + language, χ2(1) = 19.26, p <. 001, Phi = 0.39 (moderate). However, associations were not found between recruitment and retention approaches and whether studies included High SCLD or Low SCLD samples. Further study of NDD researchers' recruitment and retention approaches that successfully include SCLD families is needed. [ABSTRACT FROM AUTHOR]

Science educators are integrating more and more computational thinking (CT) activities into their curricula. Proponents of CT offer two motivations: familiarizing students with a realistic depiction of the computational nature of modern scientific practices and encouraging more students from underrepresented backgrounds to pursue careers in science, technology, engineering, and mathematics. However, some studies show that increasing exposure to computing may not necessarily translate to the hypothesized gains in participation by female students and students of color. Therefore, paying close attention to students' engagement in computationally intense science activities is important to finding more impactful ways to promote equitable science education. In this paper, we present an in‐depth analysis of the interactions among a small, racially diverse group of high school students during a chemistry unit with tightly integrated CT activities. We find a salient interaction between the students' engagement with the CT activities and their social identification with publicly recognizable categories such as "enjoys coding" or "finds computing boring." We show that CT activities in science education can lead to numerous rich interactions that could, if leveraged correctly, allow educators to facilitate more inclusive science classrooms. However, we also show that such opportunities would be missed unless teachers are attentive to them. We discuss the implications of our findings on future work to integrate CT across science curricula and teacher education. [ABSTRACT FROM AUTHOR]

The eight papers making up this special issue on promoting women in mathematics consider the underrepresentation of women in mathematics and the experiences and observations of authors who are immersed in this work. In this editorial, we identify common themes we see across many of these papers, framing our discussion with the "social identity framework of mathematical development" presented in the first paper. This framework consists of three beliefs conducive to the pursuit of mathematics, and we discuss how the authors address each of these beliefs in their work. We also present data to illustrate that the underrepresentation of women in mathematics continues to be an issue, and we hope the papers in this issue will be informative for others who want to lead gender-based initiatives. [ABSTRACT FROM AUTHOR]

Simple Summary: Precision immuno-oncology, the development of personalized treatments using the unique nature of an individual's DNA, immune cells, and their tumor's molecular profile, offers great promise. However, it has been well documented that biological sex considerably influences innate and adaptive immune responses, thereby conferring differences in the efficacy of lung cancer therapy between men and women. Despite this, women remain underrepresented in oncology clinical trials; this exclusion has resulted in our harboring of a limited understanding of the impact of immunotherapy on females and their survivorship, in addition to imprecise clinical recommendations. This review provides an overview of the sex-specific differences in immunity and immunotherapy efficacy, discusses contributing factors for the lack of women in clinical trials, and suggests future directions for precision oncology research, to ultimately aid in the development of treatment guidelines and recommendations that wholly consider the unique impact of immunotherapy on females and the intersectionality among them. Precision immuno-oncology involves the development of personalized cancer treatments that are influenced by the unique nature of an individual's DNA, immune cells, and their tumor's molecular characterization. Biological sex influences immunity; females typically mount stronger innate and adaptive immune responses than males. Though more research is warranted, we continue to observe an enhanced benefit for females with lung cancer when treated with combination chemoimmunotherapy in contrast to the preferred approach of utilizing immunotherapy alone in men. Despite the observed sex differences in response to treatments, women remain underrepresented in oncology clinical trials, largely as a result of gender-biased misconceptions. Such exclusion has resulted in the development of less efficacious treatment guidelines and clinical recommendations and has created a knowledge gap in regard to immunotherapy-related survivorship issues such as fertility. To develop a more precise approach to care and overcome the exclusion of women from clinical trials, flexible trial schedules, multilingual communication strategies, financial, and transportation assistance for participants should be adopted. The impact of intersectionality and other determinants of health that affect the diagnosis, treatment, and outcomes in women must also be considered in order to develop a comprehensive understanding of the unique impact of immunotherapy in all women with lung cancer. [ABSTRACT FROM AUTHOR]

This study investigated the factors contributing to the low participation of male teachers in preschool education in Zanzibar. Drawing upon social constructionist feminism theory, the study employed a qualitative approach involving eight respondents: 3 from Mjini and 5 female preschool teachers from the Magharib B district of Zanzibar. Data were collected through in-depth interviews and analysed thematically. The study identified several factors influencing the low participation or underrepresentation of male preschool teachers, including concerns about child safety, low wages and salaries, lack of support, and negative societal attitudes. The study recommends that the government and other preschool educational stakeholders implement measures to challenge these negative attitudes and promote a more inclusive preschool teaching environment. [ABSTRACT FROM AUTHOR]

A growing body of empirical research in Latin America reveals a correlation between skin colour and disadvantages in income, health, education, and employment. The impact of skin colour in the political sphere, however, remains severely understudied. Is there any evidence to suggest racialised political underrepresentation in Latin America? To analyse the status of ethno-racial representation in Mexico, this paper uses the Classification Algorithm for Skin Colour (CASCo) to collect skin colour data of the (3,000) members of the last six legislatures of the Mexican Chamber of Deputies. The findings suggest that, while legislatures tend to be relatively diverse, positions of legislative leadership are unproportionally restricted to legislators with light skin colour. This article not only provides much-needed empirical data on the political impact of skin colour in Latin America, but it reveals the sociocultural complexities of the political underrepresentation of racialised groups in Mexico. [ABSTRACT FROM AUTHOR]

Summary: Clinical trial participation across disease areas, including Alzheimer's disease (AD), has been biased towards White participants of European ancestry. To support clinical decision-making across diverse populations, we must recognize and address barriers to trial participation. To inform the design of ALUMNI AD, a trial focused on historically underrepresented AD populations, we held advice-seeking fora with key stakeholders to understand barriers and identify potential solutions to maximize trial participation of underrepresented racial and ethnic groups in the US. Strategies identified from this process include: obtaining and implementing recommendations from community stakeholders; establishing a simple and inclusive prescreening and screening process; supporting participants and care partners; identifying and activating community-centric clinical sites; and demonstrating community commitment. While ALUMNI AD did not commence, we hope that our insights could be incorporated into future studies to improve diversity, equity, and inclusion in AD clinical research. Funding: This study was sponsored by Genentech, Inc.

Background: The underrepresentation of the Black community in neurosurgery is concerning, especially given projections that racial minorities will become the majority in the U.S. by 2044. Yet, despite these forecasts, Black candidates make up less than 4% of those in neurosurgical training programs. The recent Supreme Court decision to end Affirmative Action underscores the urgency of addressing this disparity. This research delves into the implications of eliminating Affirmative Action on neurosurgery admissions and residencies. Methods: A comprehensive literature search was performed using PubMed, OVID Embase, and OVID Medline, employing the keywords “Black”, “Neurosurgery”, and “Residency”. The Maslow Adversity Index (MAI) was created to integrate adversity as a factor in neurosurgery residency evaluation. Results: After Affirmative Action, Black college enrollment increased, peaking at 36% by 2020. However, Black medical students remain underrepresented in neurosurgery residencies. ALDC (Athletes, Legacies, Dean’s List, Children of faculty/staff) admissions criteria favor White students. Furthermore, studies have highlighted the beneficial impacts of racial concordance on patient outcomes. The end of Affirmative Action necessitates new diversity strategies in admissions. A points-based assessment, inspired by Maslow's hierarchy, recognizes adversities faced by underrepresented applicants which could help residency programs enhance diversity, inclusivity, and equity in selection. Conclusion: Despite the growth in Black college attendance, disparities persist in specialized medical fields like neurosurgery. The end to Affirmative Action policies might exacerbate these disparities. Embracing holistic admission approaches, rooted in Maslow's hierarchy. This consideration is key for inclusive representation, impacting education, professions, and health outcomes.

Abstract Background Novel and comprehensive approaches are needed to address shortcomings in the diversity and inclusiveness of the scientific workforce. In response to this need and informed by multiple programs and data sources, we created the Research Scholars Program (RSP). The RSP is a yearlong program for early-career faculty with an overall objective to overcome barriers to the academic success, retention, progression, and promotion of groups underrepresented in biomedical and behavioral research. The goal of the RSP is to increase research confidence and productivity, build a supportive research community, and reduce isolation by providing personal and group research enrichment to junior faculty through professional development, mentorship, and networking. Methods We adapted evidence-based approaches for our institutional context and vetted the RSP across our campus. The resulting RSP consists of three main elements: (1) five levels of Mosaic Mentorship; (2) group and tailored professional development programming; and (3) scientific and social networking. To determine the potential of the RSP to improve research confidence critical to success, we used a modified shortened version of the Clinical Research Appraisal Inventory (CRAI-12) to assess participants’ confidence in performing a variety of research tasks before and after program participation. We collected information about retention, promotion, and grants submitted and awarded. Additionally, we conducted semi-structured exit interviews with each scholar after program participation to identify programmatic strengths and areas for improvement. Data for Cohorts 1 and 2 (N = 12) were analyzed. Results Our assessment finds, with one exception, increasing confidence in participants’ research skills across all items, ranging from 0.4 (4.7%) to 2.6 (40.6%). In their exit interviews, the Research Scholars (RS) described their improved productivity and increased sense of belonging and support from others. Research Scholars noted numerous components of the RSP as strengths, including the Mosaic Mentorship model, professional development programming, and opportunities for both informal and formal interactions. Respondents identified time pressure, a lack of feedback, and unclear expectations of the various mentorship roles as areas in which the program can improve. Conclusion Preliminary findings indicate that the RSP is successful in building the research confidence of underrepresented and disadvantaged early-career faculty. While this report focuses on the development and protocol of the RSP, additional cohorts and data will provide the evidence base to support dissemination as a national model of research professional development. Such programming is critical to ensure sustainable support structures, institutional networks, infrastructure, and resources that will improve discovery and equity through inclusive excellence.

This document presents the findings of a study on lichen planopilaris (LPP), a hair loss condition. The study found that LPP primarily affects postmenopausal White females, but also has a disproportionate impact on elderly patients of different racial and ethnic backgrounds. The study also suggests a potential link between cigarette smoking and LPP, as well as the role of certain biological factors in the development of the condition. However, the study acknowledges limitations, such as reliance on electronic health records and the need for further research using a more representative database. [Extracted from the article]

This editorial discusses the lack of representation of women in the field of coevolution and highlights the contributions that women have made to the field. It acknowledges the historical biases that have led to a male-dominated research landscape and emphasizes the importance of including diverse perspectives in scientific research. The editorial features a collection of articles written by women that explore various aspects of coevolution, such as symbiosis, microbial partnerships, and plant-pollinator interactions. The authors hope that this collection will inspire and support women in science. The article also addresses the issue of conflict of interest in research and emphasizes that the views expressed are solely those of the authors and do not necessarily represent their affiliated organizations or the publisher. Relevant references to other scientific studies and publications are provided. [Extracted from the article]

Programs in bioinformatics, offered in many academic institutes, are assumed to expand women’s representation in computer science (CS). Women’s enrolment in these programs is high; Our questions are: Do these programs attract different women from those attracted to CS programs? What factors underlie women’s decision to enroll in bioinformatics programs? How do these factors differ from those of women who choose CS, if at all? What career opportunities do these women anticipate and pursue? Using questionnaires and interviews, we found a statistically significant difference between the factors that motivate women to choose bioinformatics and others to study CS. Many bioinformatics students did not consider CS as an alternative. Post-facto they learned to love computing, albeit with a biology-oriented purpose. “Computing with purpose” underlies many participants’ pursuit of careers in research, CS, and bio-tech. We thus conclude that bioinformatics programs do indeed expand women’s representation in CS.

Traditional identification approaches have often excluded many students from underrepresented backgrounds from gifted and talented service programs. This study introduces an innovative identification method based on the Bull’s Eye Model for Affective Development—Expansion (BEM-e), which focuses on identifying giftedness and talents through targeted positive psychological traits. This method is integrated within an affective curriculum designed to create authentic learning environments that align with students’ interests and strengths, fostering deeper engagement, motivation, and self-efficacy. Grounded in the positive psychology theory, the curriculum includes engaging, activity-oriented modules with comprehensive dynamic assessments. These assessments allow teachers to identify a broad range of talents and abilities, promoting equity and a holistic identification process, which contributes to a more equitable and comprehensive education system.

To describe the participation of racial and ethnic minority groups (REMGs) in gynecologic oncology trials. Gynecologic oncology studies registered on ClinicalTrials.gov between 2007 and 2020 were identified. Trials with published results were analyzed based on reporting of race/ethnicity in relation to disease site and trial characteristics. Expected enrollment by race/ethnicity was calculated and compared to actual enrollment, adjusted for 2010 US Census population data. 2146 gynecologic oncology trials were identified. Of published trials (n = 252), 99 (39.3%) reported race/ethnicity data. Recent trials were more likely to report these data (36% from 2007 to 2009; 51% 2013–2015; and 53% from 2016 to 2018, p = 0.01). Of all trials, ovarian cancer trials were least likely to report race/ethnicity data (32.1% vs 39.3%, p = 0.011). Population-adjusted under-enrollment for Blacks was 7-fold in ovarian cancer, Latinx 10-fold for ovarian and 6-fold in uterine cancer trials, Asians 2.5-fold in uterine cancer trials, and American Indian and Alaska Native individuals 6-fold in ovarian trials. Trials for most disease sites have enrolled more REMGs in recent years – REMGs made up 19.6% of trial participants in 2007–2009 compared to 38.1% in 2016–2018 (p < 0.0001). Less than half of trials that published results reported race/ethnicity data. Available data reveals that enrollment of REMGs is significantly below expected rates based on national census data. These disparities persisted even after additionally adjusting for population size. Despite improvement in recent years, additional recruitment of REMGs is needed to achieve more representative and equitable participation in gynecologic cancer clinical trials. • REMGs are understudied and under-enrolled in gynecologic oncology clinical trials. • Ovarian cancer trials enroll fewer REMGs compared to other cancer trials. • The recruitment of REMGs is modestly increasing in recent years. • Further efforts to increase REMG enrollment to achieve health equity are needed. [ABSTRACT FROM AUTHOR]

Background: Recruitment of cancer clinical trial (CCT) participants, especially participants representing the diversity of the US population, is necessary to create successful medications and a continual challenge. These challenges are amplified in Phase I cancer trials that focus on evaluating the safety of new treatments and are the gateway to treatment development. In preparation for recruitment to a Phase I recurrent head and neck cancer (HNC) trial, we assessed perceived barriers to participation or referral and suggestions for recruitment among people with HNC and community physicians (oncologist, otolaryngologist or surgeon). Methods: Between December 2020 and February 2022, we conducted a qualitative needs assessment via semistructured interviews with a race and ethnicity‐stratified sample of people with HNC (n = 30: 12 non‐Hispanic White, 9 non‐Hispanic African American, 8 Hispanic and 1 non‐Hispanic Pacific Islander) and community physicians (n = 16) within the University of Florida Health Cancer Center catchment area. Interviews were analyzed using a qualitative content analysis approach to describe perspectives and identify relevant themes. Results: People with HNC reported thematic barriers included: concerns about side effects, safety and efficacy; lack of knowledge and systemic and environmental obstacles. Physicians identified thematic barriers of limited physician knowledge; clinic and physician barriers and structural barriers. People with HNC and physicians recommended themes included: improved patient education, dissemination of trial information and interpersonal communication between community physicians and CCT staff. Conclusions: The themes identified by people with HNC and community physicians are consistent with research efforts and recommendations on how to increase the participation of people from minoritized populations in CCTs. This community needs assessment provides direction on the selection of strategies to increase CCT participation and referral. Patient or Public Contribution: This study focused on people with HNC and community physicians' lived experience and their interpretations of how they would consider a future Phase I clinical trial. In addition to our qualitative data reflecting community voices, a community member reviewed the draft interview guide before data collection and both people with HNC and physicians aided interpretation of the findings. [ABSTRACT FROM AUTHOR]

STEM (Science, Technology, Engineering, and Mathematics) was once not seen as a place for everyone. In fact, a powerful majority of people believed that individuals had to have predetermined characteristics that made them able to bear such vast and liberating knowledge. Centuries later, concentrated efforts are still needed to reverse the damage that the prevalence of such an ideology caused. When one considers the exclusion of individuals from a particular field, they may only see one side of the story; they may think that the only factor stopping the out-group from participating is the in-group trying to keep them out. The bigger picture tells the story of the consequences of enduring exclusion of the out-group, even well after explicit exclusionary tactics cease to exist. The awareness and study of this phenomenon in regard to several groups of historically excluded people have expanded in the modern era, helping to reduce its lasting effects. Some groups continue to participate in STEM at a much lower rate than their peers. Native Americans are a particularly interesting example of this. This review will explore some of the various reasons posed for the way and rate at which Native Americans are involved in STEM education and will attempt to determine the prevalence of each explanation and their interactions with each other. [ABSTRACT FROM AUTHOR]

Women of color (WoC) in the health professions encounter challenges in advancement to higher positions, disparities in wages, discrimination, lack of expectation to achieve leadership positions, and absence of extensive support networks. Articles in the literature have addressed race and/or gender in the context of professional development. However, applying an intersectional lens or framework to better understand the contextual issues of professional development for WoC remains to be addressed. Thus, this scoping review aimed to (i) identify health professions literature that addresses disparities affecting WoC, and (ii) describe strategies and approaches to support WoC in the health professions. Methods: The literature searches were conducted in multiple databases, including PubMed and MEDLINE (Ovid); and Google and Google Scholar were used to "hand search" further articles including gray literature. Three independent reviewers reviewed and screened articles for inclusion in accordance with a guide. Search included articles on pharmacy or healthcare professions, published in English, and which met three content criteria: racial disparities/inequities, professional development/career advancement, and women or gender disparities Results: A total of 31 articles were included—medicine (17), nursing (1), pharmacy (7), other (4), and multiple health professions (2). Key findings included underrepresentation of women and minority groups, inequities in professional advancement and leadership positions for WoC, and greater dissatisfaction and attrition among minority and women professionals. Conclusion: WoC face unique and distinct challenges and barriers in their professional careers resulting from the intersectionality of not only race and gender, but also lived experiences and opportunities. Strategies to improve diversity and representation should include an intersectional framework or lens and be critically evaluated. [ABSTRACT FROM AUTHOR]

Background: Novel and comprehensive approaches are needed to address shortcomings in the diversity and inclusiveness of the scientific workforce. In response to this need and informed by multiple programs and data sources, we created the Research Scholars Program (RSP). The RSP is a yearlong program for early-career faculty with an overall objective to overcome barriers to the academic success, retention, progression, and promotion of groups underrepresented in biomedical and behavioral research. The goal of the RSP is to increase research confidence and productivity, build a supportive research community, and reduce isolation by providing personal and group research enrichment to junior faculty through professional development, mentorship, and networking. Methods: We adapted evidence-based approaches for our institutional context and vetted the RSP across our campus. The resulting RSP consists of three main elements: (1) five levels of Mosaic Mentorship; (2) group and tailored professional development programming; and (3) scientific and social networking. To determine the potential of the RSP to improve research confidence critical to success, we used a modified shortened version of the Clinical Research Appraisal Inventory (CRAI-12) to assess participants' confidence in performing a variety of research tasks before and after program participation. We collected information about retention, promotion, and grants submitted and awarded. Additionally, we conducted semi-structured exit interviews with each scholar after program participation to identify programmatic strengths and areas for improvement. Data for Cohorts 1 and 2 (N = 12) were analyzed. Results: Our assessment finds, with one exception, increasing confidence in participants' research skills across all items, ranging from 0.4 (4.7%) to 2.6 (40.6%). In their exit interviews, the Research Scholars (RS) described their improved productivity and increased sense of belonging and support from others. Research Scholars noted numerous components of the RSP as strengths, including the Mosaic Mentorship model, professional development programming, and opportunities for both informal and formal interactions. Respondents identified time pressure, a lack of feedback, and unclear expectations of the various mentorship roles as areas in which the program can improve. Conclusion: Preliminary findings indicate that the RSP is successful in building the research confidence of underrepresented and disadvantaged early-career faculty. While this report focuses on the development and protocol of the RSP, additional cohorts and data will provide the evidence base to support dissemination as a national model of research professional development. Such programming is critical to ensure sustainable support structures, institutional networks, infrastructure, and resources that will improve discovery and equity through inclusive excellence. [ABSTRACT FROM AUTHOR]

In response to racial inequities in systemic lupus erythematosus (SLE), we aimed to identify practical recommendations for increasing engagement and inclusion of Black adults in SLE research. We used a qualitative, interpretive description approach and recruited 30 Black adults diagnosed with SLE in Michigan to participate in semi-structured interviews. Theme development focused on what factors influenced research perceptions and how research did not meet participant needs and expectations. We developed five main themes: (1) Ethical and equitable research. Participants shared how the impacts of past and present-day racism impacted their willingness to participate in research. (2) Trusting researchers to conduct studies and translate findings to health care. Participants had concerns related to researcher intentions and expressed the importance of communicating research outcomes to participants and translating findings to health care. (3) Drug trial beneficence. When considering drug trials, several people did not consider the potential benefits worth the risk of side effects, and some said they would need to consult with their doctor before agreeing to participate. (4) Altruism. Participants explained how the desire to help others was a motivating factor for participating in research and donating biological samples. (5) Research priorities. Participants described a need for better treatments that value their overall health and well-being. Findings indicate that researchers can center the perspectives of Black people with SLE across the research life cycle—beyond a focus on adequate racial diversity among study participants. [ABSTRACT FROM AUTHOR]

During the Cultivating Diverse Talent in STEM (CDTIS), studies were designed to identify and cultivate talent in potential innovators from low socioeconomic status (SES) and cultural groups underrepresented in the region: American Indian and Hispanic. Comparisons were made between those identified using conventional measures (CI) and those identified using performance assessments of problem solving (PSI) in STEM domains. In this study, using Q Factor Analysis, 43 students clustered on 13 factors, explaining 81.18% of the variance. Factors included high and low achievers; students from diverse groups; and 11 other clusters. Profiles are described and compared with profiles in other studies and theories. Implications for theory and practice include a paradigm shift from gifted child to talent development. [ABSTRACT FROM AUTHOR]

The performance of Hispanic candidates on the CPA Exam has not been studied to identify predictors of performance. However, speculations have been made in the literature that, understandably, proficiency in the English language is a factor. Our study aims to combine the jurisdiction performance on the CPA Exam from 2015 and 2019 with U.S. Census Bureau estimates of the proportion of Hispanic residents that speak English to identify if there is an association to be found between language and performance. To this end, we explore whether the propensity of a Hispanic population to speak English is associated with improved performance. We begin with a descriptive analysis of Puerto Rico candidates and seven jurisdictions that had relatively high participation on the CPA Exam and the greatest proportion of Hispanics in their population. We found the Puerto Rico pass rate consistently below the other jurisdictions. This result suggests that the greater the proportion of Hispanic people, the lower the overall performance. [ABSTRACT FROM AUTHOR]

Engineering societies call for more gender diversity, but especially girls' interest in engineering remains low. Basic Electronics is a bachelor-level study module, offered to upper secondary school students to attract them to study electrical engineering. Recently, on average, 34% of the upper secondary school students attending the module have been girls, yet only 13% of the new electrical engineering students are female. The objective of this study is to understand what kinds of upper secondary school students have interest in STEM in general and electronics in particular but are not considering electrical engineering as a future career. A questionnaire was administered to participants (age 17–18) in the Basic Electronics module in years 2017–2020 (N = 119), and the data were statistically analyzed. Both genders seem to be interested on the practical and hands-on aspects of technology. Yet, boys are much more likely to consider studies in electrical engineering than girls. Boys receive more encouragement and guidance to act with technology both from home and from school. They also have more often technology-related hobbies. Hence, the current image of electrical engineering and other societal factors appear to be more likely to attract boys than girls to the field even among the adolescents with high general interest in STEM subjects. [ABSTRACT FROM AUTHOR]

Programs in bioinformatics, offered in many academic institutes, are assumed to expand women's representation in computer science (CS). Women's enrolment in these programs is high. Our questions are: Do these programs attract different women from those attracted to CS programs? What factors underlie women's decision to enroll in bioinformatics programs? How do these factors differ from those of women who choose CS, if at all? What career opportunities do these women anticipate and pursue? Using questionnaires and interviews, we found a statistically significant difference between the factors that motivate women to choose bioinformatics and others to study CS. Many bioinformatics students did not consider CS as an alternative. Postfacto they learned to love computing, albeit with a biology-oriented purpose. "Computing with purpose" underlies many participants' pursuit of careers in research, CS, and bio-tech. We thus conclude that bioinformatics programs do indeed expand women's representation in CS. [ABSTRACT FROM AUTHOR]