Moin Syed is an Assistant Professor of Psychology at the University of Minnesota, Twin Cities. His research is broadly concerned with identity development among ethnically and culturally-diverse adolescents and emerging adults, with particular focus on the development of multiple personal and social identities (e.g., ethnicity, social class, and gender) and the implications of identity development for educational experiences and career orientation.Martin M. Chemers received a Ph.D in Social Psychology from the University of Illinois, Urbana. He is presently Professor Emeritus and Research Professor of Psychology at the University of California, Santa Cruz. His current research is supported by the National Institutes of Health and is focused on understanding and developing the individual and institutional changes needed to increase the number of under-represented minorities in STEM education and careers.

• FOREWORD Foreword: Pursuing Effective Integrated EducationClaude M. SteeleSECTION I: INTRODUCTIONEthnic Minorities and Women in STEM: Casting a Wide Net to Address a Persistent Social ProblemMoin Syed and Martin M. ChemersSECTION II: INDIVIDUAL REACTIONS: SOURCES, MEDIATORS AND OUTCOMESIdentity and Academic Success among Underrepresented Ethnic Minorities: An Interdisciplinary Review and IntegrationMoin Syed, Margarita Azmitia, and Catherine R. CooperThe Role of Efficacy and Identity in Science Career Commitment Among Underrepresented Minority StudentsMartin M. Chemers, Eileen L. Zurbriggen, Moin Syed, Barbara K. Goza, and Steve BearmanHow Women Cope: Being a Numerical Minority in a Male-Dominated ProfessionLaura Smart Richman, Michelle vanDellen, and Wendy WoodAssessing the Role of Gender Rejection Sensitivity, Identity, and Support on the Academic Engagement of Women in Nontraditional Fields using Experience Sampling MethodsBonita London, Lisa Rosenthal, and Angel GonzalezSECTION III: INSTITUTIONAL EFFORTS: BARRIERS AND OPPORTUNITIESEthnic and Generational Differences in the Relations between Social Support and Academic Achievement across the High School YearsMelissa R. Witkow and Andrew J. Fuligni"We Do Science Here": Underrepresented Students' Interactions with Faculty in Different College ContextsSylvia Hurtado, M. Kevin Eagan, Minh C. Tran, Christopher B. Newman, Mitchell J. Chang, and Paolo VelascoSECTION IV: INTERVENTION STRATEGIES: ALIGNING AMBITIONS AND MENTORINGDesign of an Intervention to Promote Entry of Minority Youth into Clinical Research Careers by Aligning Ambition: The TEACH (Training Early Achievers for Careers in Health) Research Program Vineet Arora, Barbara Schneider, Rebecca Thal, and David MeltzerProcesses and Outcomes of a Mentoring Program for Latino College FreshmenJean S. Phinney, Cidhinnia M. Torres Campos, Delia M. Padilla Kallemeyn, and Chami KimMatching by Race and Gender in Mentoring Relationships: Keeping our Eyes on the PrizeStacy Blake-Beard, Melissa L. Bayne, Faye J. Crosby, and Carol B. MullerSECTION V: COMMENTARYUnderstanding Educational and Occupational ChoicesJacquelynne S. EcclesSECTION VI: 2010 KURT LEWIN AWARDIntroduction to Mark Zanna's SPSSI Kurt Lewin Award AddressFaye J. CrosbyWhile Waiting for Nature to Take Her Course: There's Nothing So Practical as a Good...DesignMark P. Zanna