Liza M. Hinchey, Wayne State University

Political chasms, wars, oppression … it’s easy to feel hopeless and helpless watching these dark forces play out. Could any of us ever really make a meaningful difference in the face of so much devastation?

Given the scale of the world’s problems, it might feel like the small acts of human connection and solidarity that you do have control over are like putting Band-Aids on bullet wounds. It can feel naive to imagine that small acts could make any global difference.

As a psychologist, human connection researcher and audience member, I was inspired to hear musician Hozier offer a counterpoint at a performance this year. “The little acts of love and solidarity that we offer each other can have powerful impact … ” he told the crowd. “I believe the core of people on the whole is good – I genuinely do. I’ll die on that hill.”

I’m happy to report that the science agrees with him.

Research shows that individual acts of kindness and connection can have a real impact on global change when these acts are collective. This is true at multiple levels: between individuals, between people and institutions, and between cultures.

This relational micro-activism is a powerful force for change – and serves as an antidote to hopelessness because unlike global-scale issues, these small acts are within individuals’ control.

Abstract becomes real through relationships

Theoretically, the idea that small, interpersonal acts have large-scale impact is explained by what psychologists call cognitive dissonance: the discomfort you feel when your actions and beliefs don’t line up.

For example, imagine two people who like each other. One believes that fighting climate change is crucial, and the other believes that climate change is a political ruse. Cognitive dissonance occurs: They like each other, but they disagree. People crave cognitive balance, so the more these two like each other, the more motivated they will be to hear each other out.

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According to this model, then, the more you strengthen your relationships through acts of connection, the more likely you’ll be to empathize with those other individual perspectives. When these efforts are collective, they can increase understanding, compassion and community in society at large. Issues like war and oppression can feel overwhelming and abstract, but the abstract becomes real when you connect to someone you care about.

So, does this theory hold up when it comes to real-world data?

Small acts of connection shift attitudes

Numerous studies support the power of individual acts of connection to drive larger-scale change.

For instance, researchers studying the political divide in the U.S. found that participants self-identifying as Democrats or Republicans “didn’t like” people in the other group largely due to negative assumptions about the other person’s morals. People also said they valued morals like fairness, respect, loyalty and a desire to prevent harm to others.

I’m intentionally leaving out which political group preferred which traits – they all sound like positive attributes, don’t they? Even though participants thought they didn’t like each other based on politics, they also all valued traits that benefit relationships.

One interpretation of these findings is that the more people demonstrate to each other, act by act, that they are loyal friends and community members who want to prevent harm to others, the more they might soften large-scale social and political disagreements.

Even more convincingly, another study found that Hungarian and Romanian students – people from ethnic groups with a history of social tensions – who said they had strong friendships with each other also reported improved attitudes toward the other group. Having a rocky friendship with someone from the other group actually damaged attitudes toward the other ethnic group as a whole. Again, nurturing the quality of relationships, even on an objectively small scale, had powerful implications for reducing large-scale tensions.

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In another study, researchers examined prejudice toward what psychologists call an out-group: a group that you don’t belong to, whether based on ethnicity, political affiliation or just preference for dogs versus cats.

They asked participants to reflect on the positive qualities of someone they knew, or on their own positive characteristics. When participants wrote about the positive qualities of someone else, rather than themselves, they later reported lower levels of prejudice toward an out-group – even if the person they wrote about had no connection to that out-group. Here, moving toward appreciation of the other, rather than away from prejudice, was an effective way to transform preconceived beliefs.

So, small acts of connection can shift personal attitudes. But can they really affect societies?

From one-on-one to society-wide

Every human being is embedded in their own network with the people and world around them, what psychologists call their social ecology. Compassionate change at any level of someone’s social ecology – internally, interpersonally or structurally – can affect all the other levels, in a kind of positive feedback loop, or upward spiral.

For instance, both system-level anti-discrimination programming in schools and interpersonal support between students act reciprocally to shape school environments for students from historically marginalized groups. Again, individual acts play a key role in these positive domino effects.

Even as a human connection researcher, I’ve been surprised by how much I and others have progressed toward mutual understanding by simply caring about each other. But what are small acts of connection, after all, but acts of strengthening relationships, which strengthen communities, which influence societies?

In much of my clinical work, I use a model called social practice — or “intentional community-building” – as a form of therapy for people recovering from serious mental illnesses, like schizophrenia. And if intentional community-building can address some of the most debilitating states of the human psyche, I believe it follows that, writ large, it could help address the most debilitating states of human societies as well.

Simply put, science supports the idea that moving toward each other in small ways can be transformational. I’ll die on that hill too.

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Liza M. Hinchey, Postdoctoral Research Fellow in Psychology, Wayne State University

This article is republished from The Conversation under a Creative Commons license. Read the original article.

The Bridge is a section of the STM Daily News Blog meant for diversity, offering real news stories about bona fide community efforts to perpetuate a greater good. The purpose of The Bridge is to connect the divides that separate us, fostering understanding and empathy among different groups. By highlighting positive initiatives and inspirational actions, The Bridge aims to create a sense of unity and shared purpose. This section brings to light stories of individuals and organizations working tirelessly to promote inclusivity, equality, and mutual respect. Through these narratives, readers are encouraged to appreciate the richness of diverse perspectives and to participate actively in building stronger, more cohesive communities.

https://stmdailynews.com/the-bridge

Laura O’Flanagan, Dublin City University

Moana 2

Moana isn’t a typical Disney heroine, stating quite clearly in the latest instalment, Moana 2, that she is not a princess. Her friend Maui’s response – “Well, a lot of people think you are” – elicited knowing laughter from the audience when I saw the film. This shows just how much Moana has redefined what it means to be a Disney princess.

Unconcerned with traditional tropes like ballgowns and romance, Moana embodies strength, independence and a deep commitment to environmental stewardship. She powerfully demonstrates how human action can effect real environmental healing and transformation; through collaborating with the forces of nature, the world can be saved from environmental catastrophe.

In Moana 2, her commitment to protecting the Earth again takes centre stage – but this time going even further to deliver a powerful call for collective action, to restore environmental harmony and strengthen human interconnectedness. Answering the call of her ancestors, Moana sets out on a treacherous ocean voyage to ensure the survival of her island against the wishes of Nalo, a powerful storm god who is determined that humans should remain isolated from one another.

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Moana, of course, shares several traits with earlier Disney princesses. Like Belle from Beauty and the Beast and Jasmine from Aladdin, she dreams of a life beyond the confines of her immediate world. Similar to Ariel from The Little Mermaid and Mulan, she sets off on a dangerous adventure far from home. And like all the princesses before her, Moana has animal companions – Pua the pig and Hei-Hei the chicken. But what sets Moana apart is how her connection to nature is portrayed.

Disney has a long legacy of linking its princesses with nature, from Snow White and Cinderella, who recruit small animals to assist with their domestic chores, to Elsa in Frozen who can magically control ice and snow. But Moana’s relationship with the natural world is more than just symbolic interaction. Her bond with nature is an active, collaborative partnership. https://www.youtube.com/embed/qkgkUCqEum4?wmode=transparent&start=0

This is not a typical Disney princess story of self-discovery, but of active engagement with the world around her. In the first film, Moana embarks on a dangerous oceanic journey to “restore the heart of Te Fiti” – that is, repair the environmental damage caused by the trickster demi-god Maui and restore harmony to the natural world. In doing so, she sets her island and the Disney princess in a new direction.

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In the sequel, Moana is more mature, more experienced as a wayfinder, and is a highly respected member of her island community. This new story sees her lead a group of fellow islanders on a voyage to find the lost island of Motufetu and reconnect isolated island communities across the ocean. Through this, she demonstrates the power of collective action. She partners with human and non-human entities in pursuit of these goals, which will lead to better environmental outcomes and greater human connection.

Instead of simply reacting to or passively experiencing nature, as many of her Disney predecessors have, Moana works with forces of nature including the ocean, which is a key character in both films. Unlike typical 3D animation processes, where water is created through automated particle simulations, Disney artists have animated the ocean in Moana as a character, giving it more human-like movement and personality.

This approach allows the ocean to become a true partner in Moana’s journey, guiding her and actively engaging with her in meaningful ways as she restores balance to the environment and connects isolated island communities.

This is a visually stunning sequel that recaptures and builds on the magic of the first film, and should be seen on a large screen. Dazzling artistry fills every frame – in particular, bioluminescent sea life is spectacularly rendered. Polynesian culture is represented in more detail, with traditional rituals, dancing, artwork and singing giving the film a weightier authenticity.

As a musical, the songs are not initially quite as catchy as in the first film, but time will tell if they resonate with audiences. The characters have grown since we last encountered them. Moana flourishes in her role as both a leader and a protector of the Earth. We also see her develop into the role of “big sister” – to her younger sibling Simea and, symbolically, to all who she encounters.

There are heartfelt callbacks to the first film as we see Moana share her knowledge of the ocean and pass on the wisdom she has received from her grandmother, now in spirit, who is portrayed beautifully onscreen in human form and as a manta ray. Moana’s relationship with the egotistical Maui is again a source of comedy, but now contains an emotional depth that comes from a platonic friendship with roots.

Through Moana, we have moved into a new era of the Disney princess. Physically strong and fit, a skilled navigator and blossoming leader, she is a heroine on screen and in the world of the film, where she is depicted on decorative tapa cloths alongside gods and myths. She announces herself as “Moana of the land and of the sea”.

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In her seminal work Feminism and The Mastery of Nature, ecofeminist and environmental philosopher Val Plumwood wrote:

If we are to survive into a liveable future, we must take into our own hands the power to create, restore and explore different stories, with new main characters, better plots, and at least the possibility of some happy endings.

Through stories of human interconnectedness, ecological harmony and respect for the natural world, Disney’s Moana 2 appears to be doing just that.

Laura O’Flanagan, PhD Candidate in the School of English, Dublin City University

This article is republished from The Conversation under a Creative Commons license. Read the original article.

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Lisa Bosman, Purdue University

Diversifying the science, technology, engineering and math fields has long been a top priority of many universities and tech companies. It’s also a goal of the National Science Foundation, the biggest funder of university-led research and development in the U.S.

But in the field of engineering, at least, there hasn’t been a lot of progress in diversifying the academic pipeline beyond white men.

The share of engineering bachelor’s degrees awarded to Black students has barely budged over the past decade. Women and Hispanic students fared better, but their respective percentages are still well below their shares of the population as a whole. The shares of engineering professors who are Black or Hispanic are also little changed and remain in the low single digits.

Many reasons have been cited for this lack of progress, including stereotypes, lack of exposure, limited role models and the recent backlash against so-called woke policies that emphasize diverse hiring policies. But, as a scholar of STEM education accessibility, I believe there’s another culprit: poorly prepared professors. Unlike the other challenges, it happens to be a much easier problem for universities themselves to remedy.

Some progress – but not a lot

A quick look at the numbers shows there hasn’t been much to show for all the efforts to improve diversity of the engineering field.

For example, in 2011, 4.2% of engineering bachelor’s degrees were awarded to African American students. A decade later, 4.7% of degrees went to African American students.

Progress was better for women and Hispanic students, but the numbers are still far from proportional to demographics. In 2011, Hispanic students earned 8.5% of engineering degrees. That rose to 13.6% in 2021 – versus the group’s 20% share of the U.S. population.

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Women similarly saw gains over the years, going from 18% to 24%. But 6 percentage points in 10 years doesn’t look as good when you consider that women make up over half of the population.

The situation is worse when you look at the share who become professors. In 2020, 2.5% of engineering professors were African American, the same share as 10 years earlier. The share of Hispanic engineering professors edged up to 3.9% from 3.7%.

Women fared slightly better, rising to 18.6% from 13.8%, but as noted, that’s still a pretty poor result from all those efforts to diversity the academy.

More broadly, there’s a deeper problem in engineering schools. Just 56% of engineering students complete their bachelor’s degree in six years, according to a 2021 report by the American Society for Engineering Education. That compares with 64% for all fields. A National Science Foundation survey from the same year found that only 65% of science and engineering college graduates were working in a field related to their degree.

In other words, roughly a third of engineering students aren’t getting their degrees, and among those who do, around a third are switching careers – despite investing a lot of money on their education. While there’s limited data available on women or specific racial groups, I don’t think I’m going out on a limb to argue that the numbers for them look even worse.

Engineering teachers lack much teacher training

Among the reasons cited for this, I believe that the roles of teaching and learning haven’t received enough attention.

A growing body of research suggests that the quality of teaching needs to improve to reverse trends of lower graduation rates and properly teach an increasingly diverse student body. And I believe this is especially true in STEM disciplines like engineering.

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Engineering professors commonly have training in advanced technical areas, but few receive training in teaching and learning. This challenge of poor teaching preparedness is not limited to the engineering discipline, but the consequences are much worse, especially given the push to diversify STEM.

Effective teaching enhances retention and completion rates by promoting better understanding of the material and creating more student involvement in the learning process. When students are actively engaged, supported and motivated to learn, they are more likely to persist and complete their educational goals.

Teacher training for universities is starkly different than K-12 training. Most school districts require that teachers have a four-year bachelor’s degree in teacher education. The focus is less on content and more on implementing effective teaching practices. K-12 training includes lesson planning, differentiated instruction and best practices for classroom management. There is also often a strong emphasis on social, emotional and behavioral well-being.

Although some engineering doctoral students might gain teaching exposure through a graduate teaching assistantship, this experience is commonly limited to grading assignments and rarely includes course design and development.

To teach as a professor in colleges and universities, most accreditation boards simply require a minimum of 18 graduate credits – or about two semesters – in the topic area. Here, the focus is strictly on research content. No prior teaching experience or training is required.

As a result, newly minted doctoral graduates are thrown into the lion’s den of teaching unprepared. If they are lucky, they are provided with the latest available syllabus. However, new professors are typically unprepared to accommodate students with disabilities, teach Black and Hispanic students, work with remedial students or navigate sensitive topics. They are generally anxious about teaching.

The field of K-12 teacher education has strategies to deal with these challenges. Continuing education and ongoing professional development keep both experienced and inexperienced teachers up to date on inclusive teaching practices. These can include sharing gender pronouns, ensuring media is accessible, using inclusive language and offering diverse perspectives in teaching resources. And yet, keeping up with these changes can be daunting for new professors.

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Teaching teachers to teach

But there is a solution: treating college-level teaching as a professional development opportunity.

Most colleges and universities offer professional development training for professors and other instructors who want to opt in to teacher training, but the programs often have limited scope and responsibility at a level to make a substantial positive impact on student learning and engagement.

One way to change this is to invest in Scholarship of Teaching and Learning programs. This is a scholarly approach in which educators systematically study their teaching practices, student learning outcomes and the effectiveness of various teaching methods and strategies.

At Purdue University, we created a Scholarship of Teaching and Learning Accelerator program to help engineering graduate students around the world improve their teaching methods and share what they learned with others. In 2024, we published a peer-reviewed article that reports the process and what we learned.

By providing comprehensive professional development opportunities tailored to the needs of engineering instructors, institutions can support their ongoing growth and development as effective educators, ultimately enhancing the quality of engineering education and preparing students for success in their future career.

And in turn, better-trained teachers will be better equipped to support students from diverse backgrounds and help those traditionally underrepresented in STEM.

Lisa Bosman, Associate Professor of Technology Leadership and Innovation, Purdue University

This article is republished from The Conversation under a Creative Commons license. Read the original article.

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The Bridge is a section of the STM Daily News Blog meant for diversity, offering real news stories about bona fide community efforts to perpetuate a greater good. The purpose of The Bridge is to connect the divides that separate us, fostering understanding and empathy among different groups. By highlighting positive initiatives and inspirational actions, The Bridge aims to create a sense of unity and shared purpose. This section brings to light stories of individuals and organizations working tirelessly to promote inclusivity, equality, and mutual respect. Through these narratives, readers are encouraged to appreciate the richness of diverse perspectives and to participate actively in building stronger, more cohesive communities.

https://stmdailynews.com/the-bridge