Evidence map›Paper›PMID 35712159›Full record

ArticleFrontiers in psychology2022

Critical Faculty and Peer Instructor Development: Core Components for Building Inclusive STEM Programs in Higher Education.

Claudia von Vacano, Michael Ruiz, Renee Starowicz, Seyi Olojo, Arlyn Y Moreno Luna, Evan Muzzall, Rodolfo Mendoza-Denton, David J Harding

Open access · goldAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed
2.7field-weighted citation impact, top 10% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed, 12 citations in OpenAlex.

  1. Article
  2. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

8 authors at 1 institution in 1 country.

Claudia von VacanoD-Lab, University of California, Berkeley, Berkeley, CA, United States.
Michael RuizDepartment of Psychology, University of California, Berkeley, Berkeley, CA, United States.
Renee StarowiczD-Lab, University of California, Berkeley, Berkeley, CA, United States.
Seyi OlojoSchool of Information, University of California, Berkeley, Berkeley, CA, United States.
Arlyn Y Moreno LunaGraduate School of Education, University of California, Berkeley, Berkeley, CA, United States.
Evan MuzzallD-Lab, University of California, Berkeley, Berkeley, CA, United States.
Rodolfo Mendoza-DentonDepartment of Psychology, University of California, Berkeley, Berkeley, CA, United States.
David J HardingDepartment of Sociology, University of California, Berkeley, Berkeley, CA, United States.
University of California, Berkeley · US

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

First-generation college students and those from ethnic groups such as African Americans, Latinx, Native Americans, or Indigenous Peoples in the United States are less likely to pursue STEM-related professions. How might we develop conceptual and methodological approaches to understand instructional differences between various undergraduate STEM programs that contribute to racial and social class disparities in psychological indicators of academic success such as learning orientations and engagement? Within social psychology, research has focused mainly on student-level mechanisms surrounding threat, motivation, and identity. A largely parallel literature in sociology, meanwhile, has taken a more institutional and critical approach to inequalities in STEM education, pointing to the macro level historical, cultural, and structural roots of those inequalities. In this paper, we bridge these two perspectives by focusing on

Indexed as

culturally responsive teachingfaculty developmentliberation pedagogymulticultural educationpeer to peerstemteacher professional development

Identifiers

PMID35712159
PMCPMC9197167
OpenAlexW4281606681

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.