Publications by authors named "E Puccia"

Undergraduates with sexual and/or gender minority (SGM) identities, including lesbian, gay, bisexual, transgender, queer/questioning, pansexual, intersexual, asexual, or additional positionalities, often face an unwelcoming STEM microclimate. The STEM microclimate includes the places students experience, such as classrooms or labs, and the people, such as peers or professors, with whom they discuss their STEM program. While previous work offers a framework of microaggressions faced by SGM people, and the behavioral, cognitive, and emotional strategies they use to react to them, little is known about the strategies SGM students use to persist in the STEM microclimate.

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Article Synopsis
  • - Professional engineering organizations (PEOs) help women and underrepresented minority (URM) engineering students build social connections that support their persistence in their studies and future careers.
  • - A five-year study showed that URM students involved in PEOs were significantly more likely to continue their engineering majors compared to those who weren't involved, indicating the positive impact of these organizations.
  • - Students highlighted that PEOs provided valuable networking opportunities and resources that helped combat feelings of isolation based on gender and race/ethnicity, emphasizing the importance of early participation in these organizations.
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In this study, we have identified several ovarian steroids in Ciona with high similarity to vertebrate steroids and showed that cholesterol, corticosterone, dehydroepiandrosterone, estrone, estradiol-17beta, testosterone, pregnenolone, progesterone, have identical molecular spectra with vertebrate steroids. In addition, we have studied the effects of an endocrine disruptor (tributyltin: TBT) on these sex hormones and their precursors, ovarian morphology, and gene expression of some key enzymes in steroidogenic pathway in the ovary of Ciona. Ovarian specimens were cultured in vitro using different concentrations of TBT (10(-5), 10(-4) and 10(-3)M).

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