Through real-world applications and illustrations of concepts for diverse disciplines, textbooks have the unique capacity to provide glimpses of industry norms, including biases that may be present, defining the people, values, concepts, and skills that are regarded legitimate in a discipline (Becker & Nilsson, 2021). Researchers identified…

Background: Students' recognition beliefs have emerged as one of the most important components of engineering role identity development for early-career undergraduate students. Recognition beliefs are students' perceptions of how meaningful others, such as peers, instructors, and family, see them as engineers. However, little work has investigated…

The present study examined the intersection of sexual orientation identity, spirituality, and gender in queer male university students. Many higher education institutions offer a supportive, secure environment for queer persons to explore and grow into their understanding of self, resolving any potential conflicts arising from their intersecting…

Field biology courses can be formative learning experiences that develop students' science identities. Yet, they can also pose challenges to students that may disaffirm their science identities--especially to those who identify with underrepresented, excluded, and minoritized groups. It is largely unknown how students' social (e.g., gender) and…

Suicide is the second leading cause of death for people aged 10-34 years old. Limited research has documented extant heterogeneities in suicide across the life course and among diverse sociodemographic groups. There is also limited research on the influences of mental health utilization on suicidal trajectories across the life course. This study…

Sexual minority individuals (lesbian, gay, bisexual, queer, and others; LGBQ+) have higher rates of mental health problems compared to heterosexual individuals (e.g., Rogers et al., 2021). Minority stress theory (Meyer, 2003) proposes that LGBQ+ individuals have higher rates of mental health problems due to the results of institutionalized…

This book offers critical discussion of developing inclusive theory, practice, and policy that supports the needs and experiences of adult learners within higher education settings in the UK. The first part of the book shares the research of authors, all who have lived experience of their area of expertise, and the experiences and needs of adult…