Native Biomedical Scholar: Professional & Cultural Identity Integration

本土生物医学学者：专业

基本信息

批准号：
10368502
负责人：
Mica Beth Estrada
金额：
$ 1.91万
依托单位：
UNIVERSITY OF CALIFORNIA, SAN FRANCISCO
依托单位国家：
美国
项目类别：
财政年份：
2020
资助国家：
美国
起止时间：
2020-08-04 至 2023-07-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10368502
关键词：
African American Alaska Native American Indians Area Behavioral Biomedical Research Censuses Communities Control Groups Development Discipline Education Elements Engineering Enrollment Faculty Fibrinogen Fostering Future Individual Intervention Interview Knowledge Latinx Light Lighting Longitudinal Studies Measures Mediating Mentors Mentorship Modeling Native Americans Native Hawaiian Native-Born Outcome Parents Pathway interactions Perception Persons Population Psychosocial Factor Publications Quasi-experiment Research Research Project Grants STEM career STEM field Science Scientist Societies Students Technology Testing Time Training Programs Universities career career development commune comparison group cost cost effective design efficacy testing evidence base graduate student higher education improved interest intervention effect longitudinal design member online community online intervention parent grant programs prospective psychosocial role model scale up science teacher social social learning success therapy development treatment comparison treatment group undergraduate student

African American Alaska Native American Indians Area Behavioral Biomedical Research Censuses Communities Control Groups Development Discipline Education Elements Engineering Enrollment Faculty Fibrinogen Fostering Future Individual Intervention Interview Knowledge Latinx Light Lighting Longitudinal Studies Measures Mediating Mentors Mentorship Modeling Native Americans Native Hawaiian Native-Born Outcome Parents Pathway interactions Perception Persons Population Psychosocial Factor Publications Quasi-experiment Research Research Project Grants STEM career STEM field Science Scientist Societies Students Technology Testing Time Training Programs Universities career career development commune comparison group cost cost effective design efficacy testing evidence base graduate student higher education improved interest intervention effect longitudinal design member online community online intervention parent grant programs prospective psychosocial role model scale up science teacher social social learning success therapy development treatment comparison treatment group undergraduate student

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项目摘要

PARENT GRANT ABSTRACT Strong demographic evidence shows that Native students are not integrating into STEM professional communities at the same rate as majority students. While Native people (Native American/Alaskan Native/Native Hawaiian) make up nearly 2% of the U.S. population according the most recent U.S. Census, they make up only about 0.01% of enrolled undergraduate students (NSF, 2014) and 3,014 (.5%) of the 601,883 enrolled graduate students in Science and Engineering (S&E) programs, with even smaller percentages persisting to faculty STEM careers (NSF, 2017). Why don’t Native scholars with high interest in biomedical careers integrate into their STEM professional communities at rates equal to majority populations? At this time, most research regarding Native STEM scholars has been qualitative, involving in-depth interviews with those who persevere. To broaden the research, the parent grant builds on research regarding the Tripartite Integration Model of Social Influence (TIMSI) (Kelman,1958, 2006; Estrada et al., 2011), Native American culture, and integrative identity, to conduct a prospective propensity score matched longitudinal study to compare the short-, medium-, and long-term outcomes of three groups of emerging Native biomedical scholars (N=162). The groups include: (A) No Treatment Comparison group (matched Native scholars engaged in the American Indian Science and Engineering Society (AISES) community), (B) Modified Treatment group (matched Native scholars engaged in the AISES community + online professional development intervention), and (C) Full Treatment group (matched Native scholars engaged in the AISES community + complete professional development intervention). The primary aim of this study is to test the efficacy of an online intervention that “scales up” key aspects of an intensive professional development intervention relative to a control group. The second aim is to understand the mechanisms that explain the intervention effects. We will assess the degree to which key psycho-social factors (i.e., [i] efficacy, identity, and values [measures of integration into professional communities], [ii] Native scholars’ professional-and-Native identity integration, and [iii] perceptions of communal value affordances in biomedical careers) mediate the relationship between the group differences and long-term integration into the professional community, greater career persistence, and higher rates of mentorship of future Native scholars. The hypothesis-driven design of this study is providing results that inform the biomedical community regarding factors and mechanisms that are most likely to influence and foster a sustained career in the biomedical research workforce. Further, this study provides a generalizable example of how to add value to existing interventions (at less cost than the parent intervention) for larger populations of students. Useful and meaningful findings will be made available in formats that are supportive to biomedical educators instructing, mentoring or advising Native Scholars, university science training programs, and education programs with undergraduates in biomedical majors.

父授予摘要有力的人口统计证据表明，土著学生未融入STEM专业人士社区与多数学生的速度相同。而本地人（美国原住民/阿拉斯加原住民根据最近的美国人口普查，近2％的美国人口占美国人口的2％他们仅占注册本科生的0.01％（NSF，2014年）和3,014（.5％） 601,883名招生的科学与工程研究生（S＆E）计划，甚至更小持续存在的教师职业的百分比（NSF，2017年）。为什么对本地学者不感兴趣生物医学职业以等于多数人群的速度融入其STEM专业社区？目前，大多数有关本地STEM学者的研究都是定性的，涉及深入的访谈与那些坚持不懈的人在一起。为了扩大研究，父母的赠款基于有关社会影响力的三方整合模型（Timsi）（Kelman，1958，2006; Estrada等，2011），本地人美国文化和综合身份，进行前瞻性的承诺得分与纵向匹配研究以比较三组新兴天然生物医学的短期，中，长期结局学者（n = 162）。这些组包括：（a）无治疗比较组（匹配的天然学者从事美洲印第安科学与工程学会（AISES）社区），（b）修改治疗组（匹配的本地学者参与了AISS社区 +在线专业人员开发干预措施）和（c）完整的治疗组（匹配与AISES的本地学者社区 +完整的专业发展干预措施）。这项研究的主要目的是测试在线干预的效率，该干预“扩展”了强化专业发展的关键方面相对于对照组的干预。第二个目的是了解解释的机制干预效果。我们将评估哪些关键心理社会因素（即[I]效率，身份和价值观[融入专业社区的衡量标准]，[ii]本地学者的专业和本地身份整合以及[iii]对生物医学职业的共同价值的看法）调解小组差异与与专业社区的长期整合之间的关系，更大职业持久性和未来本地学者的心态率更高。假设驱动的设计这项研究提供了结果，可以为生物医学界提供有关因素和机制的信息最有可能影响和培养生物医学研究人员的持续职业。此外，这项研究提供了一个可推广的示例，说明如何为现有干预措施增加价值（比父母少的成本干预）较大的学生人群。有用且有意义的发现将在支持生物医学教育者的格式，指导，心理或咨询本地学者，大学科学培训计划和教育计划与生物医学专业的大学生。