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Humans are very diverse and although we share many similarities, we also have many differences. The social groups we belong to help form our identities (Tajfel, 1974). These differences may be difficult for some people to reconcile, which may lead to prejudice toward people who are different. Prejudice is a negative attitude and feeling toward an individual based solely on one’s membership in a particular social group (Allport, 1954; Brown, 2010). Prejudice is common against people who...
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Regression toward the mean (“RTM”) is a phenomenon in which extremely high or low values—for example, and individual’s blood pressure at a particular moment—appear closer to a group’s average upon remeasuring. Although this statistical peculiarity is the result of random error and chance, it has been problematic across various medical, scientific, financial and psychological applications. In particular, RTM, if not taken into account, can interfere when...
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In most organisms, sex is determined by the ratio of X and Y chromosomes. However, in some organisms, such as Drosophila and C.elegans, sex is determined by the ratio of the number of X chromosomes to the number of sets of autosomes. The Y chromosome in Drosophila is active but does not determine sex. It contains genes responsible for the production of sperms in adult flies.  
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The Y chromosome is a sex chromosome found in several vertebrates and mammals, including humans. In addition to 22 pairs of autosomes, the human males have one X chromosome and one Y chromosome. In these organisms, the presence or absence of the Y chromosome determines the development of male traits.
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Using the Race Model Inequality to Quantify Behavioral Multisensory Integration Effects
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人種 問題

David J Asai1

  • 1Science Education, Howard Hughes Medical Institute, Chevy Chase, MD 20815, USA.

Cell
|May 16, 2020
PubMed
まとめ
この要約は機械生成です。

排除された人種や民族の学生は 高い割合で科学を辞めるのです 学生にのみ焦点を当てた現在のアプローチは不十分です.科学における包括的な多様性への文化的転換が必要です.

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科学分野:

  • STEM教育について
  • 科学社会学

背景:

  • 排除された人種や民族の生徒は 科学に初心的な関心を示しています
  • これらのグループは 科学の分野から 受け入れがたいほど高い脱却率を 経験しています
  • "学生を固定する"アプローチは これらの学生を留めるのに不十分であることが判明しました

研究 の 目的:

  • "生徒を固定する"という モデルの不十分さを強調するためです
  • 科学文化における パラダイムシフトを提唱する
  • 包摂的な多様性を中心にする必要性を強調する.

主な方法:

  • 学生の留学データに関する定性分析
  • STEMにおける既存の多様性・インクルージョンイニシアチブの検討
  • 科学環境の文化的評価

主要な成果:

  • 学生に焦点を当てた介入は 疲労の根本的な原因を 十分に解決していません
  • 制度的・文化的要因が 留学率に大きな影響を与えます
  • 包摂的な多様性イニシアチブが 集中すれば 成果を上げられる可能性があります

結論:

  • 科学の分野で 代表が不足しているグループを 留めるための現在の戦略は 失敗しています
  • 科学の文化に根本的な変化が必要である.
  • 公平なSTEM参加には 包摂的な多様性を優先することが不可欠です