American AnthropologistVolume 124, Issue 3 p. 580-596 VITAL TOPICS FORUM Barriers to entry and success in forensic anthropology Sean D. Tallman, Corresponding Author Sean D. Tallman sean.tallman@gmail.com orcid.org/0000-0002-0940-279X Department of Anatomy & Neurobiology, Boston University School of Medicine, Boston, MA, 02118 Department of Anthropology, Boston University, Boston, MA, 02215 Correspondence Sean D. Tallman, Boston University School of Medicine, Department of Anatomy & Neurobiology, 72 E. Concord St. L1004, Boston, MA 02118. Email: sean.tallman@gmail.comSearch for more papers by this authorRebecca L. George, Rebecca L. George orcid.org/0000-0002-3901-1677 Department of Anthropology & Sociology, Western Carolina University, Cullowhee, NC, 28723Search for more papers by this authorA. Ja'net Baide, A. Ja'net Baide Department of Anthropology, University of Utah, Salt Lake City, UT, 84112Search for more papers by this authorFatimah A. Bouderdaben, Fatimah A. Bouderdaben Department of Anthropology, Texas State University San Marcos, San Marcos, TX, 78666Search for more papers by this authorAlba E. Craig, Alba E. Craig Department of Human Biology, University of Indianapolis, Indianapolis, IN, 46227Search for more papers by this authorSydney S. Garcia, Sydney S. Garcia orcid.org/0000-0001-5264-5124 SNA International, supporting the Defense POW/MIA Accounting Agency, Joint Base Pearl Harbor-Hickman, HI, 96853Search for more papers by this authorMatthew C. Go, Matthew C. Go orcid.org/0000-0002-7246-2875 SNA International, supporting the Defense POW/MIA Accounting Agency, Joint Base Pearl Harbor-Hickam, HI, 96853Search for more papers by this authorJesse R. Goliath, Jesse R. Goliath orcid.org/0000-0002-8078-7450 Department of Anthropology and Middle Eastern Cultures, Mississippi State University, Mississippi State, MS, 39762Search for more papers by this authorElizabeth Miller, Elizabeth Miller Department of Anthropology, California State University, Los Angeles, CA, 90032Search for more papers by this authorMarin A. Pilloud, Marin A. Pilloud orcid.org/0000-0002-1704-3707 Department of Anthropology, University of Nevada, Reno, NV, 89557Search for more papers by this author Sean D. Tallman, Corresponding Author Sean D. Tallman sean.tallman@gmail.com orcid.org/0000-0002-0940-279X Department of Anatomy & Neurobiology, Boston University School of Medicine, Boston, MA, 02118 Department of Anthropology, Boston University, Boston, MA, 02215 Correspondence Sean D. Tallman, Boston University School of Medicine, Department of Anatomy & Neurobiology, 72 E. Concord St. L1004, Boston, MA 02118. Email: sean.tallman@gmail.comSearch for more papers by this authorRebecca L. George, Rebecca L. George orcid.org/0000-0002-3901-1677 Department of Anthropology & Sociology, Western Carolina University, Cullowhee, NC, 28723Search for more papers by this authorA. Ja'net Baide, A. Ja'net Baide Department of Anthropology, University of Utah, Salt Lake City, UT, 84112Search for more papers by this authorFatimah A. Bouderdaben, Fatimah A. Bouderdaben Department of Anthropology, Texas State University San Marcos, San Marcos, TX, 78666Search for more papers by this authorAlba E. Craig, Alba E. Craig Department of Human Biology, University of Indianapolis, Indianapolis, IN, 46227Search for more papers by this authorSydney S. Garcia, Sydney S. Garcia orcid.org/0000-0001-5264-5124 SNA International, supporting the Defense POW/MIA Accounting Agency, Joint Base Pearl Harbor-Hickman, HI, 96853Search for more papers by this authorMatthew C. Go, Matthew C. Go orcid.org/0000-0002-7246-2875 SNA International, supporting the Defense POW/MIA Accounting Agency, Joint Base Pearl Harbor-Hickam, HI, 96853Search for more papers by this authorJesse R. Goliath, Jesse R. Goliath orcid.org/0000-0002-8078-7450 Department of Anthropology and Middle Eastern Cultures, Mississippi State University, Mississippi State, MS, 39762Search for more papers by this authorElizabeth Miller, Elizabeth Miller Department of Anthropology, California State University, Los Angeles, CA, 90032Search for more papers by this authorMarin A. Pilloud, Marin A. Pilloud orcid.org/0000-0002-1704-3707 Department of Anthropology, University of Nevada, Reno, NV, 89557Search for more papers by this author First published: 05 July 2022 https://doi.org/10.1111/aman.13752Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume124, Issue3September 2022Pages 580-596 RelatedInformation 

Barriers to entry and success in forensic anthropology

Applying to graduate school can be particularly challenging for students from historically minoritized backgrounds due to a hidden curriculum in the graduate admissions process. To address this issue, a team of volunteer STEM trainees established the Científico Latino Graduate Student Mentorship Initiative (CL-GSMI) in 2019 to support applicants from historically minoritized backgrounds. CL-GSMI is designed to improve access to critical resources, including information, mentorship, and financial support, and has assisted 443 students in applying and matriculating to graduate school. Using program evaluation data from 2020 to 2021, we highlight areas in graduate school admissions that can be improved to promote equity and inclusion. 

Insights and strategies for improving equity in graduate school admissions

Parental Occupation and Students’ STEM Achievements by Gender and Ethnic Origin: Evidence from Germany

This paper incorporates cultural capital, urbanization development level and carbon emission reduction input as endogenous factors into the endogenous economic growth model. By using optimal control theory and based on empirical analysis, this paper explores the relationship between cultural capital and green low-carbon endogenous economic growth. This paper finds that at the company level, cultural capital improves the technical efficiency and institutional efficiency of firms and then promotes economic growth. At the government level, cultural capital and government investment in urban fixed cultural assets promotes economic growth. At the resident level, the transformation of cultural capital into environmental protection awareness promotes firms and residents to independently practice green low-carbon behaviors. Firms can independently research and develop green low-carbon digital science and technology and produce green low-carbon digital goods, and residents can engage in green digital consumption, thereby reducing carbon emissions and carbon emission input and promoting economic growth. This paper explores the role of cultural capital in firms’ R&amp;D, then promotes green low-carbon transformation of firms by exploring the role of cultural capital in government investment, promoting the government to increase investment in green low-carbon cultural education, exploring the impact of cultural capital on the thinking and behavior of firms and residents, and promoting the independent practice of green low-carbon behavior by firms and residents, ultimately promoting the development of a green low-carbon economy. 

The Impact of Cultural Capital on Economic Growth Based on Green Low-Carbon Endogenous Economic Growth Model

This article examines how social disparities in dropout rates vary by educational field. Previous studies have shown that first-generation students, in general, have lower higher education completion rates than their fellow students. Less is known, however, about how such disparities vary between educational fields. We distinguish between general and field specific cultural capital and find that general cultural capital mainly operates through academic preparedness in upper secondary school, and after controlling for upper secondary school grade point average (GPA), students with parents with higher education degrees in a different field than themselves do not complete their degrees more often than first-generation students. More field-specific advantages of having a parent with a similar education are nonetheless visible in many fields also when we compare students with equal grades. Our analyses of Norwegian register data on the entire student population (N ≈ 400,000) show that the social inequalities are largest in fields that are both soft and pure, like humanities and social science, and that in soft and applied educational fields, like teaching and social work, the social differences are small and insignificant after controlling for GPA from upper secondary school. In fields classified as hard, it is only the students with parents with a similar education who complete their initial degree more often than first-generation students. We suggest that status group formation, field-specific cultural capital and micro-class reproduction may all contribute to explaining these patterns.

Social inequality in completion rates in higher education: Heterogeneity in educational fields.

Field-specific cultural capital and persistence in college majors

Amid the proliferation of state-level bans on race-based affirmative action in higher education, the U.S. Supreme Court’s decision on June 29, 2023, dismantled race-conscious college admission policies, intensifying concerns about the persistence and potential increase of racial inequality in higher education. The authors analyze four restricted-use national survey datasets to investigate racial disparities in college attendance outcomes from the 1980s through the 2010s. Although college entrance rates increased for all racial groups, Black and Hispanic youth became increasingly less likely than their White peers to attend four-year selective colleges. In the 2010s cohort, Black and Hispanic youth were 8 and 7 percentage points, respectively, less likely than their White counterparts to secure admission to four-year selective colleges, even after controlling for parents’ income, education, and other family background variables. The findings underscore the urgent need for proactive policy interventions to address the widening racial inequality in attending selective postsecondary institutions.

Shifting Tides: The Evolution of Racial Inequality in Higher Education from the 1980s through the 2010s

Using data on ninth graders, math teachers, and schools from the nationally representative High School Longitudinal Study of 2009, we investigate the following questions: (1) How do ninth graders’ perceptions of their math teachers as equitable relate to their math identity at the intersection of adolescents’ race and gender? and (2) Do differences in the percentage of students at the school who share the adolescent’s race moderate (i.e., differentiate) the salience of perceptions of math teachers for adolescents’ math identities? Our results suggest that adolescents who perceive their math teachers as equitable typically have higher levels of math identity regardless of their race or gender. Adolescents’ perceptions of their math teachers as equitable are most salient for adolescents’ math identity in racially diverse schools, where racial differences and stereotypes may be more visible. Findings also indicate the seeming resistance of Black youth to racist stereotypes, whose math identity remains high regardless of their perceptions of their teachers.

The Relationship between Ninth Graders’ Perceptions of Teacher Equity and Their Math Identity: Differences by Student Race and School Racial Composition

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Field-specific cultural capital and persistence in college majors

Shifting Tides: The Evolution of Racial Inequality in Higher Education from the 1980s through the 2010s

The Relationship between Ninth Graders’ Perceptions of Teacher Equity and Their Math Identity: Differences by Student Race and School Racial Composition