Browsing by Author "Adams, Jennifer D."

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    Diversity and equity considerations in academic integrity
    (2021-03-24) Adams, Jennifer D.; Turner, Kristal Louise; Eaton, Sarah Elaine
    Academic integrity has been a long-standing issue in postsecondary education that has been heightened by the COVID-19 pandemic and rapid move to virtual learning. While there is research on academic integrity and related administrative policies, one area that has not been thoroughly explored is the relationship between diversity and equity and academic integrity—in other words, which students are most likely to be reported and receive harsher penalties. In this presentation, we will discuss existing research on diversity and equity and academic integrity. We will also facilitate a discussion aimed at articulating academic integrity considerations and generating working frameworks for proactive and equitable approaches to student learning and success for in participants’ own contexts.
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    The Investigation of Micro-Interactions in Sustain Gender Inequality in STEM Occupations
    (2023-09-06) Solis, Lorena A.; O'Neill, Thomas A.; MacInnis, Cara, C.; Lee, Kibeom; Murry, Adam T.; Adams, Jennifer D.; Lacerenza, Christina N.
    Gender inequality persists despite many efforts to increase gender representation in science, technology, engineering, and mathematics (STEM) occupations. To understand why gender inequality persists in STEM occupations, I investigate micro-interactions that provide insight into how team social exchanges impact individuals' behaviours and experiences. The two micro-interactions that I consider in this dissertation are microinequities and microaffirmations. Microinequities are small events that one may disregard due to their diminutive size; however, they happen frequently, have long-lasting effects, are typically unintentional, are challenging to prove and occur wherever people are perceived to be different (Rowe, 1990; 2008). Microaffirmations are also small acts; however, these acts can foster inclusion, create and provide opportunities for advancement, and affirm one's work (Rowe, 2008). Using an experience sampling methodology, I collected data from 102 participants with 589 valid data points from all participants. All participants worked within the context of STEM. I examine the influence of microinequities and microaffirmations on the participation of women in team processes, such as decision participation. Findings from this dissertation study show that microinequities are detrimental to team decision participation, role behaviour, and individuals' well-being. These results also showed that microaffirmations could mitigate the adverse effects that microinequities can have on individuals' well-being. However, gender identity was not a significant predictor of microinequities and microaffirmations. I discuss this research study's implications, limitations, and future directions.