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Steering women toward educational paths and careers in fields of invention would seem, in theory, to be the obvious solution to closing the gap between the number of men and women filing for and being granted invention patents. Billions of dollars have been invested at the federal, state, and local levels to spur interest and competency in science, technology, engineering, and mathematics (STEM) learning, but gender disparity in innovation workplaces persists. Studies indicate that, in addition to the educational barriers that can be and have been addressed legislatively, social and cultural influences affect outcomes for career women, as well as young women considering STEM degree programs. Evidence suggests that as more male students are drawn to STEM fields as a result of these same educational initiatives, the inventive patent ownership gender gap will widen. By considering the historical treatment of women with regard to intellect, employment, and property ownership, an enormity of scope emerges that, in turn, creates questions about the efficacy of current suggested strategies to narrow the gap.

A thesis submitted to the University of Bedfordshire, in partial fulfilment of the requirements for the degree of Doctor of Philosophy. ; Despite multidisciplinary and extensive coverage, existing career theory is largely premised on Western frameworks and limited research has been conducted into career development experiences of individuals from African countries in local or transnational settings. Thus the research presented in this thesis extends on existing constructionist career development commentary by gaining insight into the interplay between societal structures and individual action in an African context. The purpose of this study was to investigate factors influencing the career development of professional Angolans working in the oil and gas industry and how experiences associated with living and working in Western contexts influences the career development of such individuals. The aim was to go beyond discovery of factors and analyse data in the form of highly personalised accounts from key informants to deepen understanding of African career development in transnational settings, mindful of postcolonial factors. Data were collected over an 18-month period using ethnographic fieldwork and semi-structured interviewing with 24 participants. Within an ethnomethodological framework and drawing on developments in postcolonial theory, constructionist grounded theory approaches informed the hermeneutic analysis of data. Findings revealed that multiple and distinctly nuanced dynamics between institutional micro structures (e.g., family, education and employment) and societal macro structures (e.g., socio-economic, political, historical and cultural environments) significantly shape individual career decision making, behaviour and aspirations in the Angolan context. Experiences of living and working in Western settings were found to have a profound impact on personal and professional development as well as aspirations for international careers. The main limitations of this study derive from its relatively small sample size and particularist focus on a single industry, however its value stems from rich narratives captured and significant effort made to triangulate findings via 'research conversations' with informants and industry professionals. In light of the above, this study adds to existing career theory by incorporating postcolonial perspectives and career development experiences that go beyond planned structured careers in organisational settings by focusing on the individual consequences of international assignments in transnational settings. In light of this, insights offer value also for multinational organisations that are engaged in developing African talent.

This article stems from an interest in discovering how working conditions have changed in qualified professions in Spain, concentrating on lawyers. Using a qualitative method, we have found significant sources of precariousness that are transforming the profession's ways. Throughout this article, light has been cast on the connections between the changing professional model of the lawyer's job over the past three decades and the emergence of precarious situations. Our findings highlight that there has been a transformation in the occupation of lawyers in Spain: income and professional careers are marked by extreme uncertainty, raising psychosocial risks.

Given the lack of attention to Black girls' participation in STEM related courses, it remains unclear why this group participates at lower rates in STEM courses later in their academic careers (Hyde et al. 2008; Tocci and Engelhard 1991; Catsambis 1994). The purpose of this paper is to examine the extent to which teachers influence Black girls' opportunities along the math pipeline. The aim is to determine the role of Black girls' cognitive and non-cognitive behaviors on teachers' decisions to place them in advanced courses. Using nationally representative survey data, the findings indicate that Black girls' confidence in their ability to master skills taught math reduced the odds teacher recommendations to advanced courses. Additionally, teachers' expectations of the educational attainment of Black girls were related to the recommendation process. Overall, the findings suggest that subjective beliefs held by students and teachers critically influence Black girls' persistence along the math pipeline.

A large body of scientific careers literature explores the experiences of underrepresented minorities in STEM fields and why they exit the academic pipeline at various stages. These studies commonly address how to improve racial diversity in science but provide little discussion of why that diversity is important for science research. Feminist science studies scholars, on the other hand, have theorized about the importance of diversity in knowledge production for decades but provide little empirical work on how to address current disparities. My research bridges these literatures by examining how diversity programs in the sciences justify their continued funding, and how these justifications map onto contemporary theories of knowledge production. Do diversity program directors seek to increase diversity in science because of political motives, like equality and justice for racial minorities, or because they believe that racially diverse workforces will produce better science? Based on interviews with federally-funded diversity program directors at universities and archival data from these programs, I find that program directors' responses can be classified into three categories: diversity is important politically, diversity is important pragmatically, and diversity is important epistemically. About half of the respondents found diversity to be important for the content of scientific knowledge. I argue that studying diversity in scientific knowledge production is different than studying the impacts of diversity in other fields due to current conceptions of scientific objectivity. Scholarship on scientific knowledge production can help diversity program directors and science careers scholars better articulate the need for diversity programming in STEM fields.

My central claim is that the United States has conducted a distinctive form of 'anti-diplomacy', accepting in practice many diplomatic norms and practices while remaining reluctant to acknowledge the fact. To support this claim, this article argues that since its rise as a world power, the United States has participated in international society's diplomatic culture in a distinctive way and that this distinctiveness stems from seven interconnected characteristics of American diplomacy: (1) America's long-held distrust and negative view of diplomats and diplomacy, which has contributed to the historical neglect and sidelining of the US Department of State in the United States' policy-making process; (2) a high degree of domestic influence over foreign policy and diplomacy; (3) a tendency to privilege hard power over soft power in foreign policy; (4) a preference for bilateral over multilateral diplomacy; (5) an ideological tradition of diplomatically isolating states that are considered adversarial and of refusing to engage them until they meet preconditions; (6) a tradition of appointing a relatively high proportion of political rather than career ambassadors; and (7) a demonstrably strong cultural disposition towards a direct, low-context negotiating style. A consequence of these distinguishing characteristics is that American diplomacy tends to be less effective than it might otherwise be, not only in advancing the United States' own interests, but also in advancing wider international cooperation. A goal here is to provide a working framework with which to evaluate any US administration's relationship to diplomacy as the country's interests and identity evolve.

Hwang Woo Suk was the South Korean pop star of biological research. A Nobel Prize seemed in reach & a nation foresaw a great future, but now friends & colleagues of Suk are consternated. His stem cell cloning data is fake, publications are upset, & belief in the wonderful ideal of science, with industrious, model researchers has been shaken at its foundations. Modern science is a murderous business these days, focused on money & glory, patents & careers. Thievery, deceptions, & falsification are not the rule, but are part of the agenda, with case after case with motives as numerous as human weaknesses, & the greatest betrayals where there are the greatest hopes & greatest funds. Though after all the scandals honor codes & all kinds of new controls have been widely implemented, science itself requires honor. L. Reed

The following article, Olsson, M. & Martiny, S.E. (2018). Does exposure to counterstereotypical role models influence girls' and women's gender stereotypes and career choices? A review of social psychological research. Frontiers in Psychology , can be accessed at https://doi.org/10.3389/fpsyg.2018.02264 . ; Gender roles are formed in early childhood and continue to influence behavior through adolescence and adulthood, including the choice of academic majors and careers. In many countries, men are underrepresented in communal roles in health care, elementary education, and domestic functions (HEED fields, Croft et al., 2015), whereas women are underrepresented in the science, technology, engineering, and mathematical (STEM) fields (Beede et al., 2011) and top leadership positions (Leopold et al., 2016). Theories focusing on the development of gender roles suggest that across the lifespan people perceive certain roles to be more or less appropriate for their gender (e.g., Gender Schema Theory, Martin and Halverson, 1981; Social Role Theory, Eagly and Wood, 2011). Specifically, researchers have postulated that observing same-sex role models triggers learning processes whereby observers internalize gender-stereotypical knowledge of roles and act accordingly, which results in gender-congruent aspirations and behavior. It seems reasonable that if observing men and women in gender congruent roles fosters gender-congruent aspirations and behavior, then frequently observing gender-incongruent role models (e.g., male kindergarten teachers or female scientists and leaders) should reduce gender stereotyping and promote gender-counterstereotypical aspirations and behavior. In many countries, governments and societal decision-makers have formed initiatives based on the idea that exposure to gender-counterstereotypical role models influences aspirations and career choices among children, adolescents, and young adults. The present review gives an overview of research-based interventions involving observing or interacting with counterstereotypical role models, particularly focusing on outcomes for girls and women. Extending earlier reviews, we summarize laboratory-based and field-based studies and then critically discuss and integrate the findings in order to provide an overall picture of how counterstereotypical role models shape observers' occupational aspirations and academic choices in childhood, adolescence, and young adulthood. We conclude by outlining suggestions for future research and briefly discussing implications for future interventions.

This paper discusses the growing influence retired military men and women are now exacting in African society based on their business franchises, which cut across telecoms, agriculture, mining, shipping, oil and gas, broadcasting, small medium enterprise, and more. These are mass-oriented and beneficial investments not only to the society but to the economic growth of their respective nations, which will be advantageous to the collective development of the society and the continent at large. This paper shows a relationship between the period spent as service members and in business careers after retirement, which is a positive indicator and a palliative to stem the idea of young military officers nursing the nocturnal ambition of coup d'etat, since life after service years are no longer an armageddon. This paper takes a periscopic view of how these veterans impacts and successes in their new chosen careers have positively affected their immediate communities and beyond in the areas of youth employment and empowerment; capacity building; and re-focusing, re-engineering, and social development indicative of a transformation that underscores a paradigm shift in peoples perception of the men and women in khaki. ; The Second Conference on Veterans in Society: Humanizing the Discourse was held at the Hotel Roanoke in Roanoke, VA from April 27-28, 2014 ; Presented during Panel Session 2A: Veterans across Cultures Speaking as Veterans, Speaking as Civilians, moderated by Irene Leech

The number of female employees in the Korean workforce has risen. However, the Korean corporate climate, characterized by collectivism, hierarchism, and senior and masculine privilege, leads them to experience worklife conflict and even halt their careers. This climate stems from a social and organizational culture deeply rooted in traditional Confucianism. In Korea, where housework and childcare have long been considered the province of women, female employees find it more difficult to balance office work and family life. The Korean corporate climate welcomes overtime work, and women who work outside the home must juggle this and family responsibilities. We conceptualize behavior such as acquiescing to overtime work as submissive loyalty and elucidate work-family conflict and decreasing job and life satisfaction as consequences thereof. The analysis, based on a structural equation model, revealed that submissive loyalty increases work-family conflict, which decreases job and life satisfaction.

Engaged learning extends education outside of the formal classroom through internships, experiential learning, and community- or service-based learning. To better understand the potential of engaged learning in improving student learning outcomes and encouraging students to pursue STEM-based careers, we describe the development of a community-based research experience related to poverty and report on improvements in students' self-reported competencies in generalized self-efficacy, research skills, and science motivation. We compare these outcomes to those of students in a traditional sociology methods class to determine whether the engaged learning experience improves learning outcomes. Our findings indicate that students in the engaged learning course report higher generalized self-efficacy and research skills compared to students in the traditional methods course. Based on these findings, we propose a set of strategies for other colleges and universities to integrate engaged learning courses into their curriculum.

ABSTRACTFieldwork with a team of investment managers investing in credit derivatives in Paris in 2004 shows how the concepts of "investor" and "market efficiency" are central in the technicalities of their procedures, in diverse and contradictory ways. The employees refer to their moral and political contents, as they are articulated in liberal philosophy and in financial regulation, to make sense of their careers and of the social role of finance. "Crisis" is then defined as a deviation from market efficiency, itself expected to lead to an optimal allocation of credit. These concepts thus constitute the limited repertoire of the meaning of practical rules followed by employees for a remuneration, within a bureaucratic commercial network, in a setting very different from the utopias from which the concepts stem. Therefore, anthropologists must not use them as analytic tools; rather, such concepts should be understood as part of the object of study.

This research, based on qualitative interviews and non-participant observation, emerges from a larger study investigating what factors influence the 'contraceptive careers' of British women in their 30s. The women informants recognized that contraceptive products often impacted on their health, but viewed them as distinct from 'medical matters'. Rather than doctors being seen as having expertise, it was women health professionals, be they nurses, midwives, health visitors or doctors, who were perceived as the ones who 'know' about contraception, through an assumption that they are contraception users. This embodied knowledge is valued by the women above their formal medical training. I will also show how general practice surgeries and family planning clinics were viewed as gendered spaces, which altered the expectations and experiences of the women during contraceptive consultations. This study found that as 'real' expertise over contraception stems from embodied rather than textual knowledge, the women's choices were grounded by a gendered sense of trust.

Engineering Projects in Community (EPICS) was conceived and started in 1995 at Purdue University by Leah Jameson, IEEE president of 2007, and Edward J. Coyle. EPICS High's core focus is to engage high school students by connecting engineering and computing design to community needs. Such engagement provides students with an opportunity to experience volunteerism as well as a preview to potential careers in STEM (science, technology, engineering and math). The EPICS model is a form of service learning, a process of using experiences as a means of teaching. Inspired by the EPICS-High model, IEEE implementation of High School Projects in Community Service (EPICS), a.k.a. EPICS in IEEE, was proposed by IEEE in 2009, as a new initiative project. EPICS in IEEE adopted the model, employing university students to work with high school students on community service projects. EPICS in IEEE leverages its memberships by engaging IEEE student branch university groups around the world. This inclusion expands the program world wide, and brings the EPICS model to students and communities in all regions. This tutorial introduces and discusses a variety of projects undertaken by EPICS in IEEE throughout the world