Mica Estrada, PhD, UC San Francisco
Thursday, March 4th, 9 am PT
Abstract: African Americans, Latinas/Latinos, and Native Americans are people historically excluded because of their ethnicity and race (PEER) in academia and underrepresented among Science, Technology, Engineering and Mathematics (STEM) degree earners and career
pathways. Why do we stay and why do we go? Viewed from a perspective of social influence, the pattern suggests that PEER students do not become part of STEM communities at the same rate as non-PEER students. Building on Kelman’s (1958, 2006) tripartite integration model of social influence (TIMSI), Dr. Estrada will talk about how this model has been used to understand how PEER students orient to their discipline communities and how this relates to persistence in those career pathways years after completing their college degree. By longitudinally tracking and examining psychosocial variables, we are better able to see what types of STEM training programs and mentorship are more likely to result in students persisting in STEM career pathways. Further, she will talk about how institutional policies and climate that provide kindness cues that affirm social inclusion may impact the integration experience for HU college students, faculty and administrators.
Original presentations from the SABER seminar series: “A call to action: Striving toward inclusion in academic biology.”
Visit the following SABER link to attend more upcoming virtual sessions this spring!