The adoption of the braided river model toward an inclusive STEM workforce for all

Science education and career development are vital for (1) driving innovation and economic strength, (2) US leadership in producing research & development and the personnel responsible for its renewal, and (3) shaping federal investments in what universities do and K‐12 schools teach. Yet the nation faces a demographic challenge: by 2042, the population will be “majority minority.” Minorities represent less than 7% of the nation’s STEM workforce and are grossly underrepresented in undergraduate and graduate degrees awarded in STEM fields. In addition, the US is flagging in STEM degree production compared to the nations of Europe and Asia. Regardless of one’s political beliefs, the nation must prepare more of its citizens for careers in science and engineering. This lecture focuses on the legal climate for increasing participation of underrepresented groups (women and minorities) in physics education and careers. Review of student‐ and faculty‐centered programs and practices that have been “effective” in research universities face another challenged: Can they be made “legally sustainable”? How to make progress “on the ground” in the face of what the law calls—for disciplines such as physics and specialties such as acoustics—a “pipeline problem” will be discussed.

This article demonstrates how the model (S. Beveridge, S. Heller Craddock, J. Liesener, M. Stapleton, & D. Hershenson, 2002; D. Hershenson & J. Liesener, 2003), developed with special reference to persons with disabilities and from diverse backgrounds, provides a framework for organizing, selecting, and implementing concepts from career theories and career intervention practices. Rather than using stages or processes typical of existing career development theories, this framework uses J. E. Helms's (1995) multicultural construct of statuses, which may occur or recur in any order or combination. The 6 career statuses in the framework, which occur across demographic and cultural groups, are Imagining, iNforming, Choosing, Obtaining, Maintaining, and Exiting. Currently, almost a century after being identified as a domain of counseling by Frank Parsons (1909), the career area encompasses a broad range of theories of career development and a wide array of facilitative and remedial career interventions (Liptak, 2001; Niles & Harris-Bowlsbey, 2005). Unfortunately, these theories and interventions emerged, for the most part, from different historical roots (career theories from personality theory and career interventions from applied counseling practice) and so are not consistently coordinated with each other (Hershenson & Liesener, 2003; Savickas & Walsh, 1996). Furthermore, questions have been raised about the applicability of many career theories and interventions to diverse segments of the population (based on gender, race, cultural background, sexual orientation, disability status) that were not included in the development of these theories or interventions (Arbona, 1996; Curnow, 1989; Fitzgerald & Betz, 1994; Leong, 1996; Pope, 1995; Szymanski, Enright, Hershenson, & Ettinger, 2003). Finally, it has been observed that no existing career development theory is a complete theory, let alone a comprehensive model of the career development process (Savickas & Lent, 1994). In reality, there will probably never be a single, unified, comprehensive theory of career development and intervention, because the career development process is too complex, too dependent on the idiosyncratic interaction of personal and environmental variables, and too contextually determined. Nevertheless, a common framework within which to fit both career theory constructs and interventions that have been empirically validated (e.g., S. D. Brown & Ryan Krane, 2000) could be helpful in systematizing the field and in determining where lacunae exist. Moreover, to be useful with today's clientele, the framework must be applicable to a diverse population. This article proposes that the framework can fill this role. This framework was originally developed to conceptualize the career development of persons with disabilities (Beveridge, Heller Craddock, Liesener, Stapleton, & Hershenson, 2002) and subsequently expanded in scope to make it applicable to career counseling with diverse populations (Hershenson & Liesener, 2003). As Hershenson and Liesener indicated, INCOME is intended as neither a theory of career development nor a model of career counseling, but rather as an inclusive framework to assist career counselors in responding systematically to the great heterogeneity among those with whom they work (p. 306). The framework aims to be inclusive by (a) including concepts from as wide a range of career development theories as possible, (b) including both career development and career intervention considerations in a common universe of discourse, and (c) seeking to be applicable to diverse population groups. This article seeks to demonstrate the applicability and utility of the framework for career counseling practice. Career Statuses The framework uses the concept of career statuses (Beveridge et al., 2002). To understand the utility of this concept, one must examine existing approaches to career development. …

To construct a career is a complex developmental task that involves several contextual and personal factors. The uncertainty and instability that characterise modern societies are evident in many European countries. The present study aimed to explore the processes of career development and meaning-making, and how cultural and contextual factors may affect students’ career choices and development. Twenty-one Italian and 20 English first-year university students produced written narratives inspired by the same prompt. Findings confirm differences in career development and choices linked to the effect of contextual factors and to different life story trajectories.

This article describes the science, technology, engineering, and mathematics (STEM) workforce system and discusses various policy mechanisms that can influence it. Discussion of STEM workforce policy too often focuses on controlling single variables, such as degree production, without taking into account how it influences, and is influenced by, other variables in the system. As a result, policy outcomes frequently fall short of goals. The policy discussion can be improved by taking an approach that recognizes that the STEM workforce is a system, with interconnectedness, feedback loops, and adaptation. This article sketches elements of that system and how data can help us understand relationships among them and highlights gaps in our knowledge. It also describes some of the policy mechanisms used to affect the workforce system and suggests steps policy makers can take to improve policy outcomes.

Professors’ retrospective views on chemistry career choices with a focus on gender and academic stage aspects

Gender inequalities and underrepresentation of women in science, technology, engineering, and mathematics (STEM) continue to be a reality, as several barriers affect women throughout their career development and in leadership positions. Little is known about those barriers for women in developing countries. This two-stage study aims to explore them and analyze how women leaders in STEM in Mexico have overcome them, from their education to the science and engineering workforce. This work in progress focuses on stage one, where a survey was conducted to obtain sex-disaggregated data on drivers and barriers to STEM careers in Mexico. Preliminary results showed the lack of equal opportunities for women when pursuing and advancing in a career in STEM, additional barriers they face compared to men, as well as the importance of women role models for representation and retention of women in these fields. The second stage of the study is planned to analyze the career development of women leaders in STEM in Mexico.

Inequality of gender representation in science, technology, engineering, and mathematics (STEM) careers continues, despite the narrowing of the gender achievement gap. This chapter showcases original qualitative research that provides clearer insights into origins and effects of math anxiety as the reason females are less likely to choose (STEM) majors and related careers. The role of instruction methodology of the academic organization in perpetuating marginalization practices limits women's STEM achievement. The stage environment fit (SEF) theoretical model probes the relationship of the policies and procedures of the academic organization to the likelihood of female adult-student success in higher education. The American Statistical Association's (ASA) funding of the Guidelines for Assessment and Instruction in Statistics Education Report (GAISE) mandates reforms for mathematics instruction among the information about new research opportunities and the current state of STEM education in the United States.

A “leaky pipeline”?: Factors affecting the career development of senior-level female administrators in NCAA Division I athletic departments

The Problem The COVID-19 pandemic has forced employees and organizational leaders to consider the reality of its impact on career goals. Individuals have been forced to reconsider or readjust their career goals as being achievable, deferred, or even eliminated. Organizational leaders or those in strategic positions have been forced to consider how individual career goals could impact the organization’s capacity to survive. The Solution Career development theories are useful for examining the role of human resource development professionals in helping employees achieve career goals as they attempt to adjust to the COVID-19 pandemic. Re-emphasizing career development as a core component of HRD highlights the significance of career development theories in adjusting to pandemics and crises that impact individual career goals and organizational strategic goals and opportunities. The Stakeholders HRD researchers, scholar/practitioners, professionals, and others who research and practice career development and use career development theory.

Complicated fluvial sands correlation and braided river models are still challenges for heterogeneous anisotropic reservoir evaluation for petroleum development in oilfields. Based on high-resolution sequence stratigraphy and sedimentology, core observation, and the analysis of logging and seismic data, high-resolution sequence stratigraphy framework of Paleogene Yabus formation of Palogue Oilfield, South Sudan is established, and sedimentary characteristics of braided rivers are analyzed, (1) In braided river deposits, channel bars are usually pro-gradating seawards and going thicker upwards. And braided channels are retro-gradating landwards and going thinner upwards. Both of them can be subdivided into channel (bar) trunks and channels (bar) flanks, showing vertical stacking and lateral migration; (3) As the A/S (Accommodation space/sediments supply) increasing upwards, braided river sands are shifting frequently as a reciprocating migration in Yabus V/VI, and they are more stable as the A/S decreasing upwards as a vertical aggradation in Yabus VII/VIII; (4) With 77 wells sedimentary microfacies identification, sand thickness and sand/bed ratio distribution, sedimentary facies distribution of all members and zones are analyzed. According to the A/S change, three braided river models are concluded, including isolated channel type (high A/S period), crossed channels type (medium A/S period), and superposed channels type (low A/S period).

PurposeWith the change in global and local markets and the emergence of new types of careers such as protean careers (which are values‐driven), individual values (i.e. citizenship behaviors, altruistic standards, and helping activities) seem to have a growing effect on decisions people make about significant choices in their lives such as the choice of a career. The authors apply a theory of protean career and citizenship/altruistic behavior to study career choices and career development amongst an international sample of MBA and MPA students. It is expected that values may lead to career choices in early stages of vocational search, but career choices and development may also affect one's values during the training process, especially during educational and professional schooling. This paper aims to focus on the issues surrounding career choice.Design/methodology/approachThe study focuses on the first stage of the process of career choice at the beginning of MBA/MPA studies. A quantitative research design was applied by using a survey instrument that draws on a cross‐national study.FindingsA positive relationship is found between good citizenship of altruistic behavior and protean career. This relationship is solid and generic beyond the effect of gender, age, or culture/national setting.Originality/valueThe findings point to some meaningful relationships amongst the studied variables and emphasize the need to direct MBA/MPA students to a value‐oriented educational program in their fields of expertise. The paper ends with a discussion of the theoretical and practical implications for future studies in career development.

This study examined factors contributing to students’ entrance into science and health careers based on Jolly, Campbell, & Perlman's (2004) theoretical framework (engagement, capacity, and continuity) and Bronfenbrenner's (1994) ecobiological theory. Engagement is students’ career motivation and interest; capacity is students’ ability or capacity to succeed in science and health careers; continuity factors are institutional and family supports. The ecological model adds influences at the individual, family, community and organizational levels. This qualitative study conducted focus groups with undergraduate students participating in summer research experiences at the University of North Dakota from 2009–2012, answering 3 research questions. 1) What role do engagement and capacity play in students’ career paths? 2) What role does academic continuity play? 3) How do families influence students’ career choices? Student comments were analyzed using NVIVO. Factors influencing students’ career choices were organized by six categories: Individual, Education, Family, Community, Chance, and Career. Individual comments were most common, demonstrating the importance of students’ level of engagement in science and their capacity. Chance emerged as a new category. Supported by National Center for Research Resources Grant P20 RR016471 and National Institute of General Medical Sciences Grant P20 GM103442 from the National Institutes of Health; and National Science Foundation REU Site Grant 0851869.

Nearly a century ago, Frank Parsons established the Vocation Bureau in Boston and spawned the development of the counseling profession. Elaborating on Parsons's socially responsible vision for counseling, the authors examine contemporary perspectives on career decision making that include both rational and alternative models and propose that these models be integrated. Returning to counseling's roots in early 20th century social and political reformation movements could ultimately lead the profession to a renewed vision that comprehends career decision making and counseling as a socially situated process entailing purposeful reasoning, prudent intuition, and sustained efforts at ameliorating social injustice.

This article expands the conceptual framework of considerations of the self and identity in career development theory and practice. A brief review of the existing self and identity constructs in career development theory is provided. Selected advances in theoretical considerations of the self and identity emerging from fields outside of the purview of career development are presented with a focus on the importance of the relational and cultural contexts. An “embeddedness” perspective is offered that describes the interdependence between intrapersonal experience and social, relational, historical, and cultural contexts. A case vignette is provided to illustrate the implications for practice of that perspective.

How do extraordinary individuals develop their career? This question has been responded to from various theoretical stances, however psychobiographical research has seldom contributed to answering this question. This chapter explores the career development of Paulo Coelho throughout his life, thereby responding to Van Niekerk et al. (J Psychol Africa 25(5):395–402, 2015) request for further psychobiographical studies on career development. Methodologically, the study is based on a single case and uses the methodological frame of Dilthey’s modern hermeneutics. First- and third-person documents were collected and analysed through content analysis, focusing on particular events in the writer’s life. Ethical considerations were applied. This chapter is limited to the single case analysis of the career of Paulo Coelho throughout his life by using one selected theory. Findings describe the career development of the world-famous contemporary writer within the context of Greenhaus et al. (Career management, 4th edn. Sage, Los Angeles, USA, 2010) model of career development. The analysis shows that Coelho’s life only partly matches with the proposed career development model and expands it through concepts of spirituality, calling, life goals and serendipitous career development events. The chapter thereby contributes to new insights into career development theory and psychobiography with regard to the life and works of extraordinary individuals.