Research shows that when faculty members choose to disclose hidden, potentially stigmatized identities to their students—such as mental health issues or an LGBTQ+ identity—it can be powerful for undergraduate students looking for representation. But there are gendered differences in who chooses to disclose, according to a study published today in PLOS ONE.
The subject of faculty revealing concealable stigmatized identities in science and engineering classes led to Brownell having some questions. Why don't more instructors reveal their concealed identity to students? Are those that do then stigmatized? And how beneficial is this practice?
Busch CA, Cooper KM, Brownell SE (2023). Women drive efforts to highlight concealable stigmatized identities in U.S. academic science and engineering. PLoS ONE 18(7): e0287795.
As someone who studies ways to improve higher education, AAAS Fellow and RISE Center Director Sara Brownell, Ph.D., does a lot of research in classrooms. But one day, she decided to apply her own research to a lecture of hers at Arizona State University. She introduced herself to a room full of 300 students on the first day of an undergraduate biology class by providing a few personal details: “I like to hike, I like Mexican food, and I’m a proud member of the LGBTQ community.”
In a new study published in Life Sciences Education, Arizona State University researchers and RISE Center members Katey Cooper, Tala Araghi and Carly Busch highlight how active learning has the potential to both alleviate and exacerbate depressive symptoms in undergraduates.
Fear of negative evaluation, or FNE, is defined as a sense of dread associated with being negatively judged in a social situation. In a classroom setting, FNE might prevent a student from raising their hand, make them second-guess their knowledge of the subject matter, or cause them to break out in a cold sweat when asked to answer a question in front of the whole class. As part of a course-based undergraduate research experience (CURE), ASU Online students engage in real research touching on a variety of issues, including the impact of FNE.
The purpose of the summit is to convene the ASU community to learn about current research and initiatives related to diversity, equity and inclusion in STEM at ASU. The summit will focus on research and initiatives related to diversity, equity, and inclusion in STEM. All speakers are invited and there are opportunities for individuals to present their own research, teaching strategies, or initiative as either a poster or information booth! This is a great opportunity to get feedback on your work or initiative and to meet other like-minded folks at ASU.
Stress, anxiety, depression, and loneliness and a reluctance to share mental health struggles affects many college students, and Sun Devils are no exception. Two doctoral students serving on ASU’s School of Life Sciences E-Board, one of them being RISE Center researcher Olivia Davis, are providing mental health support through peer mental health programs they have initiated.
Wiesenthal, N. J., Gin, L. E., & Cooper, K. M. (2023). Face negotiation in graduate school: the decision to conceal or reveal depression among life sciences Ph. D. students in the United States. International Journal of STEM Education, 10(1), 1-21.