Title,Citation,Topic_area,Study_type,Study_evidence_rating,Outcome_effectiveness,Findings,Intervention_program,Topics,Target_population,Firm_characteristics,Geographic_setting,Original_publication_date,Original_publication_link "Preparing Alaskans for mining careers through short, industry-informed training programs: University of Alaska round IV TAACCCT grant","Hanson, H., Stevens, D., Vazquez, M., & Roberts, B. (2018). Preparing Alaskans for mining careers through short, industry-informed training programs: University of Alaska round IV TAACCCT grant. Portland, OR: Education Northwest.","Community College",,,"Earnings and wages-Low-Favorable impacts Earnings and wages Employment-Low-Favorable impacts Employment","Summary: The study’s objective was to examine the impact of the University of Alaska's Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant program on the employment and earnings of community college students. The study used a nonexperimental design to compare the outcomes of students in the TAACCCT-enhanced Surface Mining and Underground Mining programs to similar individuals who did not attend community college and instead entered the labor market in mining occupations. The study found that the TAACCCT-enhanced program participation was significantly associated with a higher likelihood of employment retention and increased quarterly wages. The quality of causal evidence presented in this report is low because the authors did not ensure that the groups being compared were similar before the intervention. This means we are not confident that the estimated effects are attributable to the University of Alaska's TAACCCT grant program; other factors are likely to have contributed.","the University of Alaska's TAACCCT Grant Program","Employer partnerships Capacity building programs Community college education and other classroom training","Adult, Dislocated or displaced worker, American Indian or Alaska Native, Veteran or military",,"United States",2018,http://www.skillscommons.org/bitstream/handle/taaccct/18578/AK_TAACCCT_Report_0… "Mentoring practices proven to broaden participation in STEM disciplines","Crumpton-Young, L., Elde, A., & Ambrose, K. (2014, June). Mentoring practices proven to broaden participation in STEM disciplines. Paper presented at 2014 American Society for Engineering Education Annual Conference, Indianapolis, IN.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: The study identified effective mentoring practices, mostly at postsecondary institutions, for women and minority students in science, technology, engineering, and mathematics (STEM) fields. The authors surveyed 25 randomly selected mentor programs or individuals who received a National Science Foundation award for being successful in mentoring students who are typically underrepresented (including women) in STEM. The survey asked award recipients to rate their performance on 22 mentoring practices using a scale ranging from not doing well to doing exceptionally well. The authors deemed those mentoring practices rated most highly as best practices. The study found that the highest-rated mentoring practices were being passionate about mentees and their development, creating opportunities for mentees, setting high expectations for mentees’ performance, providing needed support to mentees, and respecting mentees’ confidentiality. Conversely, the lowest-rated practices set the mentor in an authoritative light and included providing constant feedback to and having constant contact with mentees.",,"Mentoring Science, Technology, Engineering, and Math (STEM) programs","Youth, Female, Black or African American, Asian, Hispanic of any race, Multiracial, American Indian or Alaska Native, Native Hawaiian or other Pacific Islander",,"United States",2014,https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0ahUKEwiM7t… "Accelerating change for women faculty of color in STEM: Policy, action, and collaboration","Institute for Women’s Policy Research. (2013). Accelerating change for women faculty of color in STEM: Policy, action, and collaboration. Washington, DC: Institute for Women’s Policy Research.","Women in Science, Technology, Engineering, & Math (STEM)","Study Type: Descriptive Analysis",,,"Summary: This report highlighted a 2013 convening of stakeholders who discussed barriers to becoming successful STEM faculty for black, Hispanic, and Native American women, and strategies to overcome those barriers. The Institute for Women’s Policy Research organized the convening. The report was compiled from a series of conference sessions presented at the convening by about 50 experts from various academic, political, corporate, and community sectors. Session topics included the current status of women of color in STEM, areas of progress and nonprogress, and current initiatives to increase the representation of women of color in STEM faculty positions. Attendees provided recommendations for improvement. Conference representatives identified three main barriers to the advancement of minority female faculty: workplace climate policies that did not meet the needs of female faculty of color, a lack of multicultural perspectives, and a lack of embracement of diversity in academic departments. Health, financial, and family issues and obligations; high community service demands; and a lack of social support also created unique challenges for this population. Recommendations for improvement included raising awareness of underrepresentation of minority women in STEM faculty positions, monitoring and publicizing institutions’ progress on diversity in STEM faculty, and tailoring faculty mentoring programs or tools to effectively serve female faculty of color.",,"Science, Technology, Engineering, and Math (STEM) programs Other disparities or discrimination in employment and earnings","Female, STEM professional, Black or African American, Hispanic of any race, American Indian or Alaska Native","Professional, scientific, and technical services","United States",2013,http://www.iwpr.org/publications/pubs/accelerating-change-for-women-faculty-of-… "Effect of job skills training on employment and job seeking behaviors in an American Indian substance abuse treatment sample.","Foley, K., Pallas, D., Forcehimes, A., Houck, J., Bogenschutz, M., Keyser-Marcus, L., & Svikis, D. (2010). Effect of job skills training on employment and job seeking behaviors in an American Indian substance abuse treatment sample. Journal of Vocational Rehabilitation, 33(2010), 181-192.","Job Search Assistance","Study Type: Causal Impact Analysis","Causal Evidence Rating: High Causal Evidence","Education and skills gains-Mod/high-Unfavorable impacts Education and skills gains Employment-Mod/high-No impacts Employment","Summary: The study’s objective was to examine the impact of workshops for job seekers on employment and training outcomes. The study used a randomized controlled trial (RCT) design, in which eligible participants were randomly assigned to the treatment group, which could participate in the job seeker workshops, or the control group, which could not participate. The authors used follow-up surveys three and six months after random assignment to measure self-reported employment and training outcomes. The study found that three months after workshop participation, the treatment group spent fewer hours on training activities than the control group; the study did not find any significant impacts of the job seekers’ workshop on the number of hours spent on work or percentage of each group who were employed at the three-month follow-up. The quality of causal evidence presented in this report is high for the percentage employed and hours spent on work and training outcomes collected at the three-month follow-up because those outcomes were based on a well-implemented RCT with low attrition. This means we are confident that the estimated effects are attributable to the job seekers’ workshop, and not to other factors. However, the quality of causal evidence presented in this report is low for the days to employment outcomes at the three-month follow-up and all outcomes at the six-month follow-up. This means we are not confident that the estimated effects are attributable to the job seekers’ workshop; other factors are likely to have contributed.","Job Seekers’ Workshop","Job search assistance and supportive services","Other barriers, Unemployed, American Indian or Alaska Native",,"United States",2010,