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This study examined differences related to gender and racial/ethnic identity among academic researchers participating in the National Science Foundation’s “Innovation-Corps” (NSF I-Corps) entrepreneurship training program. Drawing from prior research in the fields of technology entrepreneurship and science, technology, engineering and mathematics (STEM) education, this study addresses the goal of broadening participation in academic entrepreneurship.

Using ANOVA and MANOVA analyses, we tested for differences by gender and minoritized racial/ethnic identity for four variables considered pertinent to successful program outcomes: (1) prior entrepreneurial experience, (2) perceptions of instructional climate, (3) quality of project team interactions and (4) future entrepreneurial intention. The sample includes faculty (n = 434) and graduate students (n = 406) who completed pre- and post-course surveys related to a seven-week nationwide training program.

The findings show that group differences based on minoritized racial/ethnic identity compared with majority group identity were largely not evident. Previous research findings were replicated for only one variable, indicating that women report lower amounts of total prior entrepreneurial experience than men, but no gender differences were found for other study variables.

Our analyses respond to repeated calls for research in the fields of entrepreneurship and STEM education to simultaneously examine intersecting minoritized and/or under-represented social identities to inform recruitment and retention efforts. The unique and large I-Corps national dataset offered the statistical power to quantitatively test for differences between identity groups. We discuss the implications of the inconsistencies in our analyses with prior findings, such as the need to consider selection bias.

Suicide is a public health crisis that differentially affects racial and ethnic groups. Suicide is a public health crisis that differentially affects racial and ethnic groups. American Indians had the highest per capita suicide rates (11.1 for females and 33.4 for males) followed by White Americans (8.0 for females and 29.8 for males; Centers for Disease Control, 2019). There is an emerging focus on racial/ethnic disparities in suicide prevention research. Prior studies suggest that more accepting attitudes toward suicide are associated with elevated suicide risk status. As such, this study aims to examine the association between racial/ethnic identity and three attitude domains: the right to die, interpersonal gestures and resilience.

General linear models were used to compare racial/ethnic groups in right to die, interpersonal gestures and resilience attitudes.

Participants who identified as Native American or Black were more likely than participants who identified as White, Bi/Multi-racial and Hispanic to hold attitudes supporting interpersonal motivations for suicide. Participants who identified as Black were more likely than participants who identified as White to hold right to die attitudes. Participants who identified as Black were more likely than White participants to report not viewing suicide as an option. These results suggest that racial/ethnic identity impacts attitudes toward suicide. People who identify as Native American or Black may be more likely to see suicide as acceptable for interpersonal reasons despite those who identify as Black being less likely to see suicide as an option. This study has implications for suicide prevention programs and interventions within racial/ethnic communities. Focusing interventions on attitudes supporting interpersonal motivations for suicide may increase effectiveness within Native American and Black communities.

This study aimed to fill a gap in suicide prevention research by examining associations between racial/ethnic identity and responses to a multidimensional attitude toward suicide measure. No prior study has compared attitudes across multiple domains and racial/ethnic groups.

The purpose of this paper is to examine differences in latent structures/dimensions in public perceptions of the police by race/ethnicity and level of identification with a given race/ethnic group.

To identify differences in dimensions of juveniles’ perceptions of the police by the sub-samples, factor analyses were conducted utilizing data from the Gang Resistance Education and Training program evaluation.

The results show that minority juveniles have a relatively fragmented dimensional structure for the construct of perceptions of the police, while white juveniles have a unidimensional structure. Furthermore, moderate within-group differences in structures were found among African–American juveniles.

The results of the current study call for further examination of racial invariant assumptions in criminology. Since individual dimensions constituting perceptions of the police vary by race/ethnicity, those dimensions may potentially have unique associations with endogenous variables (e.g. criminality and cooperation with the police) according to individuals’ racial/ethnic membership.

Police should clearly understand individuals’ dimensions constituting perceptions of the police and should identify dimensions that greatly impact precursors to compliance and cooperation with police such as perceived police legitimacy or perceived risk of sanction.

Individuals’ dimensions constituting perceptions of the police have significant implications on the construction of measures and their associations with other variables; however, racial differences in these dimensions have not been explored since Sullivan et al.’s (1987) research about three decades ago. In addition, the current study examined within-race differences in the dimensions constituting perceptions of the police.

Purpose: Fear of deportation and its relationship to healthcare access has been less studied among immigrant Latinx men who have sex with men (MSM), a population at risk for HIV and characterized by their multiple minority statuses. The first step is to accurately measure their fear of deportation.

Approach: We used an exploratory sequential mixed methods design. Eligibility criteria were that research participants be ages 18–34 years; Latinx; cisgender male; having had sex with another male; residing in the District of Columbia metro area; and not a US citizen or legal permanent resident. In Study 1, we used in-depth interviews and thematic analysis. Using participants' interview responses, we inductively generated 15 items for a fear of deportation scale. In Study 2, we used survey data to assess the scale's psychometric properties. We conducted independent samples t-test on the associations between scale scores and barriers to healthcare access.

Findings: For the 20 participants in Study 1, fear of deportation resulted in chronic anxiety. Participants managed their fear through vigilance, and behaviors restricting their movement and social network engagement. In Study 2, we used data from 86 mostly undocumented participants. The scale was internally consistent (α = 0.89) and had a single factor. Those with higher fear of deportation scores were significantly more likely to report avoiding healthcare because they were worried about their immigration status (p = 0.007).

Originality: We described how fear of deportation limits healthcare access for immigrant Latinx MSM.

Research implications: Future research should examine fear of deportation and HIV risk among immigrant Latinx MSM.

A great deal of literature exists for leadership educators related to programs design, delivery, and student learning. However, little is known about leadership educators, who have largely been left out of contemporary leadership education research. We looked to teaching and teacher education literature to derive a model for leadership educator professional identity development. The four spaces of identity development are exploration, experimentation, validation, and confirmation. We propose that an individual can move forward and backwards through the model as a result of both ongoing influences and positive or negative critical incidents. We discuss implications for professional development and future research.

In the early 2010s, the University of Wisconsin-Madison (UW-Madison) became increasingly concerned about incidents of academic workplace “bullying” on the campus, and in 2014–2016 created policies designed to address such behavior at the University. The new policies and accompanying initiatives were implemented in 2017, defining a new term to describe these behaviors as “hostile and intimidating behavior” (HIB). We use data from three sources to explore the outcomes of the new HIB policies and initiatives to date. Evaluation data from training sessions show the importance of educating the campus community about HIB, providing evidence that the training sessions increase HIB knowledge. Data from two campus-wide surveys measure incidence of HIB for different groups on campus (e.g., analysis by gender, race/ethnicity, sexual orientation, disability status, rank, job duty, and/or the intersection of these characteristics), as well as changes in the knowledge about HIB as reported by faculty and staff. These data show that UW-Madison faculty and staff are increasing their knowledge of HIB as a problem and also increasing their knowledge about what to do about it. Underrepresented groups who more commonly experience HIB agree that this culture is improving. At the same time, we are seeing slow and uneven progress in reduction of actual incidence of HIB at UW-Madison. We close with some “lessons learned” about instituting such a sweeping, campus-wide effort to reduce HIB, in the hopes that other campuses can learn from our experience.

This chapter argues that despite efforts to increase the diversity of the library and information science profession, little has changed in the last four decades.

This chapter presents historical and current data on diversity within the profession and examples of initiatives to improve diversity in schools of library and information science.

The chapter explores the ways in which the racial climate of the profession has impacted all of these efforts to improve diversity in the field.

The purpose of this paper is to explore whether attention, emotion, and cognitive regulation (CR) may be strategies to advance one’s ethnic identity.

The paper is presented in three parts. The first section discusses integrative inquiry (INIQ) (Bresciani Ludvik et al., 2016), a mindfulness methodology and mindful inquiry training program, as a potential pathway to help mitigate stress and enhance healthy development and well-being strategies that combat stressors related to ethnic and racial identity; and increase opportunities for positive ethnic identity development. INIQ was designed to influence areas of the brain associated with attention regulation, emotion regulation, and CR in order to decrease stress and anxiety, and heighten executive functions of undergraduate and graduate students. The second section discusses an exploratory study to see whether INIQ resulted in higher mean scores for participants on their ethnic identity, as assessed by the multigroup ethnic identity measure (Phinney, 1992).

The results indicated that there was a significant increase in pre-test and post-test scores for mindfulness (p=0.001) as well as the dependent measure for learning exploration (p=0.028) among 30 undergraduate, master’s- and doctoral-seeking students. There was also a non-significant increase for clear understanding (p=0.15) and overall ethnic identity achievement (p=0.387); and non-significant decrease for ethnic belonging (p=0.424).

These findings suggest that INIQ may increase students’ ethnic learning exploration, which is an important process in ethnic identity development (Phinney and Ong, 2007). This study also suggests that INIQ increases mindfulness in participants. The authors conclude with a discussion and recommendations to future INIQ and other diversity centered student support practitioners interested in influencing positive ethnic identity formation.

Purpose – We examine the reading lists for required foundational library and information science (LIS) courses at the top 20 American Library Association-accredited LIS programs in North America; explore the extent to which critical race theory (CRT) and other critical literatures, methods, and approaches were engaged; and discuss the implications of the findings for LIS education.

Methodological Approach – We conducted quantitative and qualitative content analyses of foundational required readings for the top 20 Master of Library Science/Master of Library and Information Science programs (as ranked by U.S. News & World Report). The sampling process was twofold. The initial sampling included development of the foundational course sample, and the secondary sampling included development of the sample of required readings.

Findings – The vast majority of the required foundational courses examined provided students with little to no exposure to CRT or critical theory.

Originality/Value – CRT and its related concepts provide a structural framework for preparing LIS students and graduates to recognize and address racism, to understand “how power and privilege shape LIS institutions and professional practice” (Cooke, Sweeney, & Noble, 2016, p. 107), and to embrace social justice as an LIS value. Incorporating CRT into existing courses is the first step in pushing the profession in this direction.

This study applies a new taxonomy of racial/ethnic misclassification that considers shifts in racial/ethnic status to investigate physical and emotional responses to racial treatment among different misclassification types. It finds that the odds of reporting physical and emotional symptoms increase 3.3 and 2.9 times, respectively, among individuals who experience racial/ethnic status loss (i.e., are misclassified into a racial/ethnic category with lower status compared to their self-reported category) compared to their correctly classified counterparts. In contrast, individuals who experience racial/ethnic status gain (i.e., are misclassified into a racial/ethnic category with higher status compared to their self-reported category) are no more likely to suffer from symptoms compared to correctly classified individuals. The results suggest that being misclassified per se does not necessarily harm well-being, but the loss of social status inherent in some types of misclassification does.