Prior studies found that men's and women's dating expectations include many similar activities. Here, two studies are reported focusing on activities included in scripts for a "typical date" using first a more qualitative method and then a more quantitative method. Results were highly consistent across method, showing many similarities across the three dating scenes presented (initiation/meeting, date activities, and date outcomes/conclusions). Consistent with the traditional view of dating, greater expectations for sexual activities on a date were found for men while expectations for limiting of sexual activities were found to be the responsibility of women. These findings were further explored to focus on the effects of prior sexual experience, college experience, and membership in a Greek social organization in Study 2. Clear differences are found with sexual experience and Greek membership across the three dating scenes. It is especially notable that membership in Greek organizations for men created dating scripts that were discrepant with both those of younger men as well as younger and older women regardless of Greek status. Understanding these differences in expectations becomes critical when older men date younger women, an event fairly typical in colleges and universities. Simon and Gagnon (1986) proposed that in society there are cultural scenarios that guide "collective life." One type of scripted

Scientists are shaped by their unique life experiences and bring these perspectives to their research. Diversity in life and cultural experiences among scientists, therefore, broadens research directions and, ultimately, scientific discoveries. Deaf individuals, for example, have successfully contributed their unique perspectives to scientific inquiry. However, deaf individuals still face challenges in university science education. Most deaf students in science, technology, engineering, and mathematics (STEM) disciplines interact with faculty who have little to no experience working with deaf individuals and who often have preconceptions or simply a lack of knowledge about deaf individuals. In addition to a lack of communication access, deaf students may also feel unwelcome in STEM, as do other underrepresented groups. In this essay, we review evidence from the literature and, where data are lacking, contribute the expert opinions of the authors, most of whom are deaf scientists themselves, to identify strategies to best support deaf students in university STEM education. We describe the journey of a hypothetical deaf student and methods for faculty to create a welcoming environment. We describe and provide recommendations for classroom seating and layout, accommodations, teaching strategies, and research mentoring. We also discuss the importance of including deaf scientists in research about deaf individuals.

We describe the development of a next-generation mentoring survey drawing from prior surveys, capital theory, and critical race theory, with the goal of improving mentoring for students from underrepresented groups in science, technology, engineering, and mathematics. This survey focused on deaf mentees. The results show that the mentor’s cultural competence affected mentoring experiences.

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Language (ASL) competency and English reading skills. Results revealed a positive relationship between ASL competency and English skills, with highly competent signers scoring higher on a measure of reading comprehension. Additionally, family characteristics (e.g., parental education level, family hearing status) were entered into the analysis to ascertain their effect on Deaf individuals' bilingual abilities. The findings support the theory that competency in ASL may serve as a bridge to the acquisition of English print. Moreover, the findings provide support for the critical period hypothesis for first language acquisition and its later impact on other cognitive and academic skills.