University of Wisconsin–Madison

Month: February 2026

Culturally aware mentoring interventions create enduring changes among graduate biomedical faculty

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Scientific Reports (2026) Authors: Angela Byars-Winston, Stephanie C. House, Remi Jones, Sylvia Hurtado, You-Geon Lee, Ellyssa Eiring, and Richard McGee Abstract: Most science faculty are ill-equipped to navigate how racial inequalities impact interactions with students and peers in their research training contexts and their mentoring relationships. We show that faculty mentors in graduate biomedical training …

Creating a Conversation Facilitation Curriculum for Journalism Schools

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Journalism Practice (2025) Authors: Sue Robinson, Margarita Orozco, and Lori Shontz Abstract: This article analyzes the impact of a conversation facilitation training program for journalism students from six universities across the United States as a so-called “intervention” in applied research to build a new curriculum for journalism schools. We found three areas that demand careful …

Between creative identity performance and constrictive empowerment: Case studies of women of color as STEM content creators on social media

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Feminist Media Studies (2026) Authors: Kaiping Chen and Sheng Zou Abstract: The extent of women’s empowerment in the digital world has been debated, given the co-existence of digital feminist activism and enduring gender stereotypes. This study investigates how women of color who work as STEM communicators utilize social media creatively to redraw the boundary of …

Small Syllabus Change Boosts Grades and Inclusion for Students from Marginalized Groups

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A new study by Mitchell Campbell, Kevin Kennedy, Andrea Miller, and IDS Executive Director Markus Brauer suggests that a small, low-cost change in university classrooms can make a meaningful difference for students’ academic success and well-being, especially for those from marginalized backgrounds. The study, published in Personality and Social Psychology Bulletin, tested a simple “Inclusivity …