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Front Cover -- Communicating as Women in Stem -- COMMUNICATING AS WOMEN IN STEM -- Copyright -- CONTENTS -- INTRODUCTION -- 1 - The Leaky Pipeline: Do We Have a (Communication) Problem? -- ELIZABETH'S STORY -- THRESHING IT OUT -- 2 - Stereotypes and Stacked Decks: Can Females Really Be Scientists and Engineers? -- ANNE'S STORY -- JESSICA'S STORY -- GRETA'S STORY -- JESSICA'S STORY -- KAREN'S STORY -- KATIE'S STORY -- TANYA'S STORY -- JUANITA'S STORY -- JESSICA'S STORY -- THRESHING IT OUT -- 3 - My Team's Better Than Your Team: How Inclusive Is Office Small Talk? -- SUSAN'S STORY -- AMY'S STORY -- JEANNA'S STORY, INFORMATION SCIENCES GRADUATE STUDENT -- JESSICA'S STORY -- CARA'S STORY -- AMY'S STORY -- INFORMANTS' COMMENTS ON SMALL TALK -- AMY'S STORY -- THRESHING IT OUT -- 4 - Power, Aggression, and Assertion: Who Gets to Speak? -- DEBORAH'S STORY -- JADE'S STORY -- ANN'S STORY -- THRESHING IT OUT: ANN'S GEMS -- THRESHING IT OUT -- 5 - The Power of the Suit: Dressing for Success According to Whom? -- THRESHING IT OUT -- 6 - Communicating as Professionals in STEM: Some Closing Thoughts -- SADIE'S STORY -- MARY'S STORY -- JANE'S STORY -- LORI'S STORY -- REFERENCES -- FURTHER READING -- INDEX -- A -- B -- C -- D -- E -- F -- G -- I -- J -- L -- M -- N -- O -- P -- Q -- R -- S -- T -- U -- W -- Back Cover

The subject of this paper is the question of the stem family, in the sociological literature and in anthropological studies of Ireland. The notion of the stem family is said to derive from the work of the nineteenth-century French sociologist Frederic Le Play (1806–82). Le Play divided the history of the family into three stages. Ancient societies were supposedly characterized by what he called the 'patriarchal' family, in which all the sons were retained within the household, over which the oldest member of the family ruled and in which any number of generations resided. Most of the world's population were said however to have experienced their primary socialization in the 'stem' family. The stem family was a threegenerational structure which functioned to retain its original location (land and/or house) by means of dispersing most younger members, while preserving the main family stem by a principle of single inheritance. Parents married off and kept within the group only those children nominated as successors. Finally, there was the modern, 'unstable' family which formed upon marriage and dissolved upon the death of the parents.

The 3rd meeting of the W-STEM ERASMUS + Capacity-building in Higher Education European Project (Ref. 598923-EPP-1-2018-1-ES-EPPKA2-CBHE-JP) had scheduled to be held in Guadalajara (Mexico). The COVID-19 pandemic did not allow us to meet face-to-face, and we decided to organize the meeting online on January 12-14, 2021. The Loja W-STEM node presented its activities related to the project in the Guadalajara project meeting. ; W-STEM (Building the future of Latin America: engaging women into STEM) is a project funded under European Union ERASMUS + Capacity-building in Higher Education Programme (598923-EPP-1-2018-1-ES-EPPKA2-CBHE-JP) The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

"Renewal of higher-education programs in US prisons creates a need for science education. This is the first book to address STEM education in prisons in the United States. It calls on activist science teachers to develop innovative ways to teach in challenging carceral settings. Over the last fifty years, science education and prison education have moved in different directions, one expanding and the other contracting. This book brings these educational endeavors into cooperative engagement. Democratic citizenship opens opportunities for all people, irrespective of civil status, to study science. The book presents student narratives and case studies emphasizing the achievements of STEM education behind prison walls. STEM education equity can help address the deep social inequities that mass incarceration creates and magnifies. Contributors are: Cassandra Barrett, Andrew Bell, George Bogner, Adrian Borealis, Drew Bush, Kelli Bush, Sandy Chang, Kelle Dhein, Amalia Handler, Steven Hart, Steven Henderson, Tiffany Hensley-McBain, Paul Kazelis, Joe Lockard, Edward Mei, Tsafrir Mor, Rob Scott, Laura Taylor, Joslyn Rose Trivett and Emily Webb"--

"Renewal of higher-education programs in US prisons creates a need for science education. This is the first book to address STEM education in prisons in the United States. It calls on activist science teachers to develop innovative ways to teach in challenging carceral settings. Over the last fifty years, science education and prison education have moved in different directions, one expanding and the other contracting. This book brings these educational endeavors into cooperative engagement. Democratic citizenship opens opportunities for all people, irrespective of civil status, to study science. The book presents student narratives and case studies emphasizing the achievements of STEM education behind prison walls. STEM education equity can help address the deep social inequities that mass incarceration creates and magnifies. Contributors are: Cassandra Barrett, Andrew Bell, George Bogner, Adrian Borealis, Drew Bush, Kelli Bush, Sandy Chang, Kelle Dhein, Amalia Handler, Steven Hart, Steven Henderson, Tiffany Hensley-McBain, Paul Kazelis, Joe Lockard, Edward Mei, Tsafrir Mor, Rob Scott, Laura Taylor, Joslyn Rose Trivett and Emily Webb"--

This article takes a fresh approach to analyzing the nondigital and digital sources of STEM (science, technology, engineering, and math) intent among low–socioeconomic status (SES) high school students attending a Title I public high school in agricultural California. Through a hybrid quantitative–qualitative analysis of data, STEM intent is examined vis-à-vis the selfing process. STEM intent is conceptualized as the product of identity work that can be supported by digital engagements of diverse types. STEM identity is built and reinforced by exposure to digital resources at home, aspirations related to computer programming, and digital activities, particularly programming and/or gaming for at least one hour per week. The linkages are demonstrated quantitatively through logistic regression models and qualitatively with excerpts from in-depth interviews with matched STEM intent students. The regression models show that both nondigital factors and digital engagements influence the odds of expressing STEM intent among high school seniors. As the qualitative analysis demonstrates, these determinants are intimately linked to identity work in which STEM intent students imagine themselves as creators in STEM fields. Digital engagements such as programming, gaming, and internet exposure all play a crucial part in the STEM selfing process in which students imagine their future STEM selves by bringing to life the role of STEM creator. In the article's concluding discussion these findings are developed in a new theoretical direction as evidence for the agentic technological self.

Significant progress has been made during the last decades to achieve gender equality, but there is still much work to do. In particular, the gender gap is pronounced in the science, technology, engineering, and mathematics (STEM) fields at all levels of education and labour market. In those areas, the women participation remains low, although there are differences from country to country. In the Latin American context, there is a need for carrying out studies to collect quality data about the actual situation of women in STEM. Although some available data show a high proportion of women in Latin American university education, they are a minority in STEM programs. Moreover, this problem is particularly severe in Latin America because of the biases or cultural norms that influence female behaviour. In this context, the W-STEM project seeks to improve strategies and mechanisms for attracting, accessing, and guiding women in Latin America in STEM higher education programs. This work aims to describe the main results to prepare a set of attraction campaigns in secondary schools in the Latin American countries involved in the project (Chile, Colombia, Costa Rica, Ecuador, Mexico). In particular, a self-assessment tool about gender equality in higher education institutions in Latin America, an interview protocol for female role models, and a mobile application to show those role models. This work was presented in the Coimbra Group Seminar Innovation in Learning and Teaching in Science, Technology, Engineering and Mathematics (STEM) fields, held in Granada, Spain on 14 November 2019. ; W-STEM (Building the future of Latin America: engaging women into STEM) is a project funded under European Union ERASMUS + Capacity-building in Higher Education Programme (598923-EPP-1-2018-1-ES-EPPKA2-CBHE-JP). The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsi­ble for any use ...

Cloning, the generation of genetically identical individuals, frequently occurs in plants and in several animal groups. Nowadays cloning is technically reproducible thanks to both embryo splitting and somatic cell nuclear transfer thus playing an important role in zootechnical applications (i.e., to increase transgenic animals for drug production) and in biomedicine (i.e, to produce embryonic stem cells in animal models, cybrids, etc.). The relevant historical advancements of these techniques and the related ethical issues are discussed. A brief review of the formation of a new individual as "a process" clearly leads to the impossibility for the biologist to unambiguously determine at which stage a new individual is first formed. However, the application of the scientific method to this issue produces a communal statement independent from ideological or religious opinion: ontogenetically, the material-energetic process originating and identifying a new individual is coincident with the moment in which the first genetically active copy of his genome is formed. Even the critical production of patient-specific stem cells (therapeutic cloning) it is most likely to be superseded and devoided of any ethical concerns thanks to the technical advancements developed by Shinia Yamanaka on the genetic reprogramming of terminally differentiated nuclei. The production of specific cell types might address the therapy of nearly all the pathologies. Noteworthy, starting April 2009 but actually beginning August 2010, the FDA gave green light to the first trial based on the administration of neuronal cells derived from human embryonic stem cells to 11 patients with severe spinal cord injury. Bio-political topics are briefly frameworked within the elaboration of ethical principles and laws that respect multiple values, which are necessary in multi-ethnic cultures.

Some management recommendations for the W-STEM project. It was made for the 2nd face-to-face meeting of the W-STEM ERASMUS + Capacity-building in Higher Education European Project (Ref. 598923-EPP-1-2018-1-ES-EPPKA2-CBHE-JP), which was held in the Universidad del Norte, Barranquilla (Colombia), 27-29 November 2019. ; W-STEM (Building the future of Latin America: engaging women into STEM) is a project funded under European Union ERASMUS + Capacity-building in Higher Education Programme (598923-EPP-1-2018-1-ES-EPPKA2-CBHE-JP). The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsi­ble for any use which may be made of the information contained therein.

In this study, we explore wage dynamics of STEM and nonSTEM professionals during their working life. We analyze wage differences along the wage distribution and with labor market experience. The main novelty in the paper is decomposing the wage growth in separate effects of experience, cohort and time, and accounting for potential depreciation. The identification used in this procedure is based on the ideas of the human capital theory. The empirical realization employs data from the Russian Longitudinal Monitoring Survey. It shows that Russian STEM graduates accumulate human capital at a slower rate than nonSTEM graduates do. However, STEM skills acquired by the beginning of the career are less exposed to obsoleteness than nonSTEM. This reflects a stronger cohort effect for the latter group, and is an implication of the systemic change and the transformational recession during the 1990s

This article analyzes persistence and attainment in postsecondary science, engineering, technology, and math (STEM) education using data from the Beginning Postsecondary Students Longitudinal Study. Ability is shown to have a consistent impact on STEM performance. Self-efficacy has large estimated impacts, and there is evidence of strong bias against women. High school math preparation and attending small colleges increase the likelihood of noninterested students switching to STEM fields. Overall, there is little evidence that collegiate educational experiences affect persistence or attainment. The results indicate that policies to improve high school math preparation and address the gender gap would be most effective. JEL Classifications: I21, I28

While many people believe that scientific research involving stem cells will advance medical knowledge, others argue that the use of embryonic stem cells objectifies or even destroys potential human life. This book explores the legal and political ramifications of the debate