Join Dean Haskollar as she engages a discussion with RISE Center director Dr. Sara Brownell about how to create inclusive academic spaces for the LGBTQ+ populations. To view a full transcript of our podcast, click here.
Faced with financial hardships, multiple demands on their time and uncertain career prospects, some graduate students are losing faith in their chosen career path.
Mental health disorders are becoming increasingly common among undergraduate students, and premedical students may be especially vulnerable to those conditions because of the high levels of competition and stress they experience in their college programs. At least a quarter of premedical students experience mental health conditions that may be relevant to discuss when they are applying for medical school. However, there has been little research on whether revealing those mental health conditions on their medical school applications impacts students’ chances of being accepted.
Science and engineering disciplines have been considered unwelcoming spaces for LGBTQ+ individuals and LGBTQ+ students are less likely to persist in STEM majors compared to their straight and cis peers. This talk will discuss how we can work to create more inclusive academic environments for LGBTQ+ individuals by sharing the results of multiple studies. The first explores the challenges for LGBTQ+ students in college courses and highlights these students’ need for LGBTQ+ role models in the classroom.
The College of Liberal Arts and Sciences and the Research for Inclusive STEM Education (RISE) Center will be co-sponsoring a Natural Sciences Inclusion Summit on Wednesday, November 9. The goal of this summit is to convene the ASU community to learn about current research and initiatives related to diversity, equity, and inclusion happening in the natural sciences at ASU. This event will be open to the broader ASU community and we are calling for potential presenters. This is a great opportunity to get feedback on your work or initiative and to meet other like-minded folks at ASU.
Newswise — “The truth is rarely pure and never simple,” says Algernon Moncrieff, a lead in Oscar Wilde’s vivacious triumph The Importance of Being Earnest1. Wilde’s play about the power of self-actualization through truth was a literary foil to his own secret life of homosexuality, one that ultimately led to a scandalous downfall. Then constrained by Victorian social norms, we might assume our generation would embrace such a celebrity with open arms. But even 127 years later, LGBTQIA* community members still face being socially stigmatized and marginalized2.
Abraham, A. E., Busch, C. A., Brownell, S. E., & Cooper, K. M. (2022). Should I write about mental health on my med school app? Examining medical school admissions committee members' biases regarding mental health conditions. Advances in Physiology Education.
The national report Vision and Change was a blueprint for what should be taught to undergraduate biology students. It outlined a set of core concepts and core competencies that undergraduate biology students should possess by the time they graduate. One of the core competencies is understanding the relationship between science and society and bioethics courses are often used to help teach students this competency.
Academic science can be an unwelcoming place for LGBTQ+ individuals, and fewer LGBTQ+ undergraduates persist in STEM than their non-LGBTQ+ counterparts. In addition to being underrepresented in STEM, an LGBTQ+ identity is a concealable stigmatized identity, meaning that individuals who hold this identity often have to “come out” in order for others to know that they are part of this community. Because revealing can have a negative impact on one’s career, LGBTQ+ instructors in STEM may hesitate to reveal their identity to students.