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7 results

  • The impact of inclusive mentoring and identity work on self-efficacy in career advancement and career commitment among underrepresented early-career faculty and post-doctoral fellows

  • Maya S. Thakar, Doris M. Rubio, Audrey J. Murrell, Natalia E. Morone, Chantele Mitchell Miland, Gretchen E. White
  • Journal:
    Journal of Clinical and Translational Science / Volume 8 / Issue 1 / 2024
    Published online by Cambridge University Press:
    22 March 2024, e61
    • Article
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      • Open access
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  • Objective:

    Researchers from underrepresented groups leave research positions at a disproportionate rate. We aim to identify factors associated with self-efficacy in career advancement and career commitment among underrepresented post-doctoral fellows and early-career faculty.

    Methods:

    Building Up is a cluster-randomized trial with 25 academic health institutions. In September-October 2020, 219 Building Up participants completed the pre-intervention assessment, which included questions on demographics, science identity, mentoring, self-efficacy in career advancement (i.e., advancement is open to me, confidence in career progression, confidence in overcoming professional barriers), and career commitment (i.e., intent to continue research training or studying in a field related to biomedical sciences). Using logistic and multinomial logistic regression, we identified characteristics independently associated with self-efficacy in career advancement and career commitment.

    Results:

    The cohort is 80% female, 33% non-Hispanic/Latinx Black, and 34% Hispanic/Latinx. Having mentors that address diversity was significantly associated with the belief that advancement is open to them (OR = 1.7). Higher science identity (OR = 4.0) and having mentors that foster independence (OR = 1.8) were significantly associated with confidence in career progression. Higher science identity was also significantly associated with confidence in overcoming professional barriers (OR = 2.3) and intent to continue studying in a field related to biomedical sciences (OR = 3.3). Higher age (OR = 2.3) and higher science identity (OR = 4.2) were significantly associated with intent to continue research training.

    Discussion:

    Science identity and mentoring play key roles in self-efficacy in career advancement and career commitment. These factors may contribute to retention of underrepresented early-career biomedical researchers.

  • Chapter 9 - Science learning through play

  • from Part 2 - How can I enhance children’s learning of science?
  • Edited by Coral Campbell, Deakin University, Victoria, Christine Howitt, University of Western Australia, Perth
  • Book:
    Science in Early Childhood
    Published online:
    13 December 2023
    Print publication:
    10 January 2024, pp 136-150

  • Summary

    Chapter 9 highlights the importance of play in young children’s science learning. During playful events, children can explore, discover, investigate and experiment, thus promoting critical thinking and scientific inquiry. Play pedagogies that promote children’s learning through playful activities are discussed. Four case studies are presented to highlight how EC professionals can encourage children’s scientific exploration and thinking through play.

  • Chapter 10 - Enhancing young children’s science identity through pedagogical practices

  • from Part 2 - How can I enhance children’s learning of science?
  • Edited by Coral Campbell, Deakin University, Victoria, Christine Howitt, University of Western Australia, Perth
  • Book:
    Science in Early Childhood
    Published online:
    13 December 2023
    Print publication:
    10 January 2024, pp 151-162

  • Summary

    Chapter 10 explores how young children’s science identity can be enhanced when thoughtful pedagogy is provided by the EC professional. The first part of this chapter presents the definitions of science identity and pedagogy, followed by an exploration of the relationship between EC professional beliefs and what they teach. The second half of the chapter presents two case studies to illustrate pedagogical practices associated with the learning and teaching of science with young children, using play as a medium, in order to enhance their science identity.

  • Perseverance and consistency of interest in underrepresented post-doctoral fellows and early-career faculty

  • Maya S. Thakar, Chantele Mitchell-Miland, Natalia E. Morone, Andrew D. Althouse, Audrey J. Murrell, Doris M. Rubio, Gretchen E. White
  • Journal:
    Journal of Clinical and Translational Science / Volume 7 / Issue 1 / 2023
    Published online by Cambridge University Press:
    13 April 2023, e100
    • Article
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      • Open access
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  • Introduction:

    Underrepresented researchers face more challenges than their well-represented counterparts. Perseverance and consistency of interest are associated with career success in well-represented physicians. Therefore, we examined associations of perseverance and consistency of interest with Clinical Research Appraisal Inventory (CRAI), science identity, and other factors related to career success among underrepresented post-doctoral fellows and early-career faculty.

    Methods:

    This is a cross-sectional analysis of data collected from September to October 2020 among 224 underrepresented early-career researchers at 25 academic medical centers in the Building Up Trial. We used linear regression to test associations of perseverance and consistency of interest scores with CRAI, science identity, and effort/reward imbalance (ERI) scores.

    Results:

    The cohort is 80% female, 33% non-Hispanic Black, and 34% Hispanic. The median perseverance and consistency of interest scores were 3.8 (25th–75th percentile: 3.7,4.2) and 3.7 (25th–75th percentile: 3.2, 4.0), respectively. Higher perseverance was associated with a higher CRAI score (β = 0.82; 95% CI = 0.30, 1.33, p = 0.002) and science identity (β = 0.44; 95% CI = 0.19, 0.68, p = 0.001). Higher consistency of interest was associated with a higher CRAI score (β = 0.60; 95% CI = 0.23, 0.96, p = 0.001) and higher science identity score (β = 0.20; 95% CI = 0.03, 0.36, p = 0.02), while lower consistency of interest was associated with imbalance favoring effort (β = –0.22; 95% CI = –0.33, –0.11, p = 0.001).

    Conclusions:

    We found that perseverance and consistency of interest are related to CRAI and science identity, indicating that these factors may positively influence one’s decision to stay in research.

Science in Early Childhood
  • 4th edition
  • Edited by Coral Campbell, Wendy Jobling, Christine Howitt
  • Published online:
    11 February 2021
    Print publication:
    19 January 2021
  • It is widely recognised that science explorations is vital in children's lives as they make sense of the world. Now in its fourth edition, Science in Early Childhood provides a comprehensive and engaging introduction to science in the early years. Each chapter has been updated to include current research and to address changing priorities in early childhood science education. The text features new chapters on Indigenous ways of knowing science, inquiry approaches to learning science and teaching science inclusively. Science in Early Childhood complements the Australian Early Years Learning Framework and the Australian Curriculum: Science. Concepts, processes and skills are brought to life through detailed case studies, practical tasks and reflective activities. Instructors can also supplement learning by drawing on the extensive materials located on the companion website. Renowned for its accessible and informative content, Science in Early Childhood is essential for all pre-service early childhood educators.

  • 10 - Enhancing young children’s science identity through pedagogical practices

  • from Part 2 - How can I enhance children’s learning of science?
  • Edited by Coral Campbell, Deakin University, Victoria, Wendy Jobling, Deakin University, Victoria, Christine Howitt, University of Western Australia, Perth
  • Book:
    Science in Early Childhood
    Published online:
    11 February 2021
    Print publication:
    19 January 2021, pp 153-165

  • Summary

    This chapter explores how young children’s science identity can be enhanced when thoughtful pedagogy is provided by the educator/teacher. The first part of this chapter presents the definitions of science identity and pedagogy, followed by an exploration of the relationship between educator/teacher beliefs and what they teach. The second half of the chapter presents two case studies to illustrate pedagogical practices associated with learning and teaching of science with young children, using play as a medium. These two case studies are interpreted using the five learning outcomes of the Early Years Learning Framework (EYLF) to highlight young children’s developing science identity.

  • 9 - Science learning through play

  • from Part 2 - How can I enhance children’s learning of science?
  • Edited by Coral Campbell, Deakin University, Victoria, Wendy Jobling, Deakin University, Victoria, Christine Howitt, University of Western Australia, Perth
  • Book:
    Science in Early Childhood
    Published online:
    11 February 2021
    Print publication:
    19 January 2021, pp 137-152

  • Summary

    Play is important to children’s learning. When young children have uninterrupted time to playfully and independently explore, discover, investigate and experiment in stimulating, safe and varied environments, critical thinking and scientific inquiry are promoted. Notably, facilitating on-the-spot observations related to the ‘nature of science’ during play provides diverse opportunities to support children to construct scientific knowledge as a process of inquiry. This chapter describes the importance of play in early childhood and the ‘nature of science’ in the early years. This is followed by four case studies that highlight how studying scientific phenomena can be facilitated through play. Each case study describes the context of the children’s play and how the educator/teacher expands on this to encourage their scientific explorations and thinking. The development of the case studies occurred in a school inspired by the Reggio Emilia educational philosophy.