The Aspects of Active-Learning Science Courses That Exacerbate and Alleviate Depression in Undergraduates

Araghi, Tala; Busch, Carly A.; Cooper, Katelyn M.

doi:10.1187/cbe.22-10-0199

Cited by 4 publications

(2 citation statements)

References 96 publications

(171 reference statements)

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“…Lesbian, gay, bisexual, and queer (LGBQ+) individuals face discrimination and bias in S&E [ 46 ], and LGBQ+ undergraduates are underrepresented in the sciences [ 54 ]. Concealable stigmatized identities associated with mental health, namely depression and anxiety, affect undergraduates’ experiences across learning environments [ 47 , 55 – 62 ].…”

Section: Methodsmentioning

confidence: 99%

Women drive efforts to highlight concealable stigmatized identities in U.S. academic science and engineering

2023

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Concealable stigmatized identities (CSIs) are hidden identities that carry negative stereotypes and can result in a loss of social status if revealed. Instructors often choose to conceal these CSIs due to anticipated negative student reactions, yet revealing CSIs can have a positive impact on undergraduates. Women are generally more likely to reveal personal aspects about themselves in social situations, but may face greater consequences for revealing a stigmatized identity to students given their already marginalized position in academic science and engineering. Therefore, in this study, we were interested in understanding to what extent there are differences between men and women science and engineering instructors in (i) the representation of CSIs, (ii) their decisions to reveal CSIs to undergraduates in their classes, and (iii) their perceived stigma of CSIs. Based on a national survey of over 2,000 instructors in science and engineering from very high research activity doctoral institutions, we found that women were more likely than men to report having depression, anxiety, or a disability. Of instructors who held CSIs, women had 1.5x higher odds than men of revealing their CSIs to some undergraduates compared to no undergraduates and perceived greater stigma associated with all CSIs. Despite perceiving greater stigma associated with concealable stigmatized identities, women are more likely to reveal their CSIs to college science and engineering students, leading the way to a more diverse and inclusive scientific community by demonstrating themselves as role models for these identities.

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Section: Methodsmentioning

confidence: 99%

Women drive efforts to highlight concealable stigmatized identities in U.S. academic science and engineering

2023

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“…Learning effectiveness evaluation is a dynamic, uncertain, and complex task with subjective and objective elements. Learning effectiveness evaluation can effectively express learners' status and e ciency, thus providing facilitation services for learners (Araghi et al 2023;Paśko et al 2022;Culver 2022). As a result, learning effectiveness evaluation has received attention from researchers.…”

Section: Introductionmentioning

confidence: 99%

Interval-valued q-rung orthopair fuzzy Weber operator and its group decision-making application

Wan

Han

et al. 2023

Preprint

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Learning effectiveness evaluation requires the integration of objective test results and the analysis of uncertain subjective evaluations. The methods of the fuzzy theory are applicable to handle the fuzzy information and uncertainty for obtaining more comprehensive and accurate evaluation results. Due to its deflation ability and the representation ability of interval-valued q-rung orthopair fuzzy sets (IVq-ROFSs), the operator of Weber (IVq-ROFW) and the interval-valued q-rung orthopair Weber ordered weighted average (IVq-ROFWOWA) operator are proposed to improve the evaluation in this paper. Firstly, we improve and optimize the Swing algorithm to derive attribute weights. Further, we develop a multi-attribute group decision-making (MAGDM) method for evaluating the learning effectiveness of students based on the IVq-ROFWOWA operator and the Swing algorithm. Lastly, we provide a case to illustrate the application of the proposed MAGDM method. By comparing and analyzing results, we have also shown that the proposed MAGDM method is feasible and effective.

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Face negotiation in graduate school: the decision to conceal or reveal depression among life sciences Ph.D. students in the United States

2023

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Background Depression is one of the top mental health concerns among biology graduate students and has contributed to the “graduate student mental health crisis” declared in 2018. Several prominent science outlets have called for interventions to improve graduate student mental health, yet it is unclear to what extent graduate students with depression discuss their mental health with others in their Ph.D. programs. While sharing one’s depression may be an integral step to seeking mental health support during graduate school, depression is considered to be a concealable stigmatized identity (CSI) and revealing one’s depression could result in loss of status or discrimination. As such, face negotiation theory, which describes a set of communicative behaviors that individuals use to regulate their social dignity, may help identify what factors influence graduate students’ decisions about whether to reveal their depression in graduate school. In this study, we interviewed 50 Ph.D. students with depression enrolled across 28 life sciences graduate programs across the United States. We examined (1) to what extent graduate students revealed their depression to faculty advisors, graduate students, and undergraduates in their research lab, (2) the reasons why they revealed or concealed their depression, and (3) the consequences and benefits they perceive are associated with revealing depression. We used a hybrid approach of deductive and inductive coding to analyze our data. Results More than half (58%) of Ph.D. students revealed their depression to at least one faculty advisor, while 74% revealed to at least one graduate student. However, only 37% of graduate students revealed their depression to at least one undergraduate researcher. Graduate students’ decisions to reveal their depression to their peers were driven by positive mutual relationships, while their decisions to reveal to faculty were often based on maintaining dignity by performing preventative or corrective facework. Conversely, graduates performed supportive facework when interacting with undergraduate researchers by revealing their depression as a way to destigmatize struggling with mental health. Conclusions Life sciences graduate students most commonly revealed their depression to other graduate students, and over half reported discussing depression with their faculty advisor. However, graduate students were reluctant to share their depression with undergraduate researchers. Power dynamics between graduate students and their advisors, their peers, and their undergraduate mentees influenced the reasons they chose to reveal or conceal their depression in each situation. This study provides insights into how to create more inclusive life science graduate programs where students can feel more comfortable discussing their mental health.

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The Aspects of Active-Learning Science Courses That Exacerbate and Alleviate Depression in Undergraduates

Cited by 4 publications

References 96 publications

Women drive efforts to highlight concealable stigmatized identities in U.S. academic science and engineering

Women drive efforts to highlight concealable stigmatized identities in U.S. academic science and engineering

Interval-valued q-rung orthopair fuzzy Weber operator and its group decision-making application

Face negotiation in graduate school: the decision to conceal or reveal depression among life sciences Ph.D. students in the United States

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