Abstract
"Emotional intelligence has emerged as a key factor in differentiating average from outstanding performers in managerial and leadership positions across multiple business settings, but relatively few studies have examined the role of emotional intelligence in the health care professions. The purpose of this study was to examine the relationship between emotional intelligence (EI) and dental student clinical performance. All third- and fourth-year students at a single U.S. dental school were invited to participate. Participation rate was 74 percent (100/136).
Abstract: High attrition rates in science, technology, engineering, and mathematics disciplines are an ongoing problem. Graduate student attrition, in particular, is understudied. Most past studies have focused on students’ attributes, undergraduate preparation, and mentoring relationships. Emerging results from the implementation of the American Physical Society Bridge Program (APSBP) suggest that departmental support structures could lead to increased retention. However, there are no validated instruments to measure students’ experience of the departmental support structures.
An analysis of 1955 physics graduate students from 19 Ph.D. programs shows that undergraduate grade point average predicts graduate grades and Ph.D. completion more effectively than GRE scores. Students’ undergraduate GPA (UGPA) and GRE Physics (GRE-P) scores are small but statistically significant predictors of graduate course grades, while GRE quantitative and GRE verbal scores are not. We also find that males and females score equally well in their graduate coursework despite a statistically significant 18 percentile point gap in median GRE-P scores between genders. A counterfactual mediation analysis demonstrates that among admission metrics tested only UGPA is a significant predictor of overall Ph.D. completion, and that UGPA predicts Ph.D. completion indirectly through graduate grades. Thus UGPA measures traits linked to graduate course grades, which in turn predict graduate completion. Although GRE-P scores are not significantly associated with Ph.D. completion, our results suggest that any predictive effect they may have is also linked indirectly through graduate GPA. Overall our results indicate that among commonly used quantitative admissions metrics, UGPA offers the most insight into two important measures of graduate school success, while posing fewer concerns for equitable admissions practices.
Increasing diversity in the (scientific) discipline must begin first with creating a more inclusive and sustainable for those who enter them.
The hidden curriculum of academia in North America includes social and cultural norms that typically align with those of the white middle class1. This means that the hidden curriculum can be even less visible, and ultimately inhospitable, hostile and exclusionary, for those with intersecting and marginalized identities with regard to, for example, race, ethnicity, gender and sexuality.
Geoscience organizations shape the discipline. They influence attitudes and expectations, set standards, and provide benefits to their members. Today, racism and discrimination limit the participation of, and promote hostility towards, members of minoritized groups within these critical geoscience spaces. This is particularly harmful for Black, Indigenous, and other people of color in geoscience and is further exacerbated along other axes of marginalization, including disability status and gender identity. Here we present a twenty-point anti-racism plan that organizations can implement to build an inclusive, equitable and accessible geoscience community. Enacting it will combat racism, discrimination, and the harassment of all members.
Personal statements — essays highlighting personal circumstances, qualities and achievements — are used extensively in science to evaluate candidates for jobs, awards and promotions. Five researchers offer tips for making yours stand out in a crowded and competitive market.
Women comprise a minority of the Science, Technology, Engineering, Mathematics, and Medicine (STEMM) workforce. Quantifying the gender gap may identify fields that will not reach parity without intervention, reveal underappreciated biases, and inform benchmarks for gender balance among conference speakers, editors, and hiring committees. Using the PubMed and arXiv databases, we estimated the gender of 36 million authors from >100 countries publishing in >6000 journals, covering most STEMM disciplines over the last 15 years, and made a web app allowing easy access to the data (https://lukeholman.github.io/genderGap/). Despite recent progress, the gender gap appears likely to persist for generations, particularly in surgery, computer science, physics, and maths. The gap is especially large in authorship positions associated with seniority, and prestigious journals have fewer women authors. Additionally, we estimate that men are invited by journals to submit papers at approximately double the rate of women. Wealthy countries, notably Japan, Germany, and Switzerland, had fewer women authors than poorer ones. We conclude that the STEMM gender gap will not close without further reforms in education, mentoring, and academic publishing.
This article examines the ways diversity is framed at schools with race-neutral admissions policies.
© 2019 American Psychological Association
The American Physical Society’s Bridge Program increases the output of doctorates awarded to underrepresented graduate students in the physical sciences.
