Overcoming the triple threat to diversity in the health science workforce: empowering the next gen.

克服健康科学劳动力多样性的三重威胁：赋予下一代权力。

• 批准号: 10506748
• 负责人: Shine Chang
• 金额: $ 37.35万
• 依托单位: UNIVERSITY OF TX MD ANDERSON CAN CTR
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-08-15 至 2027-05-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10506748
• 关键词: Academic achievement; Achievement; Address; African American population; Alaska Native; American Indians; Anxiety; Area; Awareness; Behavior; Behavioral; Belief; Biomedical Research; Black American; Career Choice; Categories; Color; Competence; Control Groups; Coping Skills; Country; Demographic Factors; Development; Educational process of instructing; Educational workshop; Environment; Expectancy; Feeling; Fostering; Fright; Funding; Goals; Grant; Growth; Health Sciences; Hispanic Populations; Hour; Institution; Intelligence; Intervention; Latino Population; Lead; Learning; Link; Measures; Mentors; Mentorship; Minority Groups; Modeling; Motivation; National Institute of General Medical Sciences; Native Hawaiian or Other Pacific Islander; Outcome; Postdoctoral Fellow; Randomized; Reporting; Research; Research Design; Research Personnel; Research Training; Resources; Science; Scientist; Self Efficacy; Shapes; Site; Student Persistence; Students; Testing; Time; Time Management; Training; Training Programs; Underrepresented Minority; Underrepresented Populations; United States National Institutes of Health; Work; active control; career; demographics; disadvantaged background; disadvantaged student; doctoral student; educational atmosphere; empowered; environmental change; expectation; experience; improved; innovation; interest; minority trainee; multilevel analysis; perceived discrimination; post intervention; psychosocial; recruit; retention rate; skills; study population; success; therapy design; tool; underrepresented minority student; virtual

Interventions to enhance the pool of underrepresented minority (URM) groups in the research workforce, including Blacks or African Americans, Hispanics or Latinos, American Indians or Alaska Natives, Native Hawaiians and other Pacific Islanders, and students from disadvantaged backgrounds are needed to sustain the training and transition into research careers for these groups. In the proposed project, we will address and mitigate three career threats for biomedical and behavioral researchers-in-training (the “Triple Threat”)— perceived discrimination, fixed ability mindset, and impostor feelings —that may harm trainees’ career motivation and retention, via interventions aimed at trainees and their mentors. A key aspect of our project is that we not only address the Triple Threat in trainees, but also address the Triple Threat in their mentors, who critically shape the environment in which the trainees learn and work. Both interventions will involve <3.5 hour synchronous and interactive virtual workshops that introduce the Triple Threat, provide example strategies that trainees/mentors can use to mitigate the Triple Threat, and have trainees/mentors adapt strategies and/or generate new strategies that they can consistently use over time. We will recruit 140 mentors (and 420 of their trainees) with the help of Site Partners from six leading institutions around the country. Trainees and mentors will be cluster randomized to either treatment (Triple Threat Intervention) or active control group, and will take measures of key variables pre- and post-intervention, and annually until funding ends. These key measures include, for trainees, their experiences of the Triple Threat, career threat coping skills, career motivation (research self-efficacy, scientist identity, expectancy beliefs, and values), and career outcomes (intentions and steps taken to pursue research paths, behaviors/products); and, for mentors, their awareness of the Triple Threat and use of specific strategies (both inclusive and supportive) to mitigate it. Using multilevel modeling, growth models, multigroup SEM, and repeated measures MANOVA, we will evaluate the effects of the two interventions on short-, medium-, and long-term outcomes, and whether the interventions have stronger effects for URM trainees. We expect to find, in line with theoretical predictions, that trainees who receive the intervention will report decreased experience of the Triple Threat, and increased coping skills, career motivation, and career outcomes, compared to trainees in the control condition; that mentors who receive the intervention will report stronger engagement in behaviors/practices to mitigate the Triple Threat than mentors in the control condition; and that trainees who receive the intervention and who also have mentors who received the intervention will experience the most positive outcomes. We also expect that the intervention may be most beneficial to URM students, as well as students from multiple URM categories. These interventions, designed to be scalable and adaptable, will be taught to be delivered by training program directors at our Site Partner institutions, enhancing intervention sustainability and dissemination over time.

干预措施以增加研究工作人员中代表性不足的少数群体（URM）群体的干预措施， 包括黑人或非裔美国人，西班牙裔或拉丁美洲人，美国印第安人或阿拉斯加本地人 需要夏威夷人和其他太平洋岛民以及灾难背景的学生来维持 这些群体的培训和过渡到研究职业。在拟议的项目中，我们将解决并 减轻生物医学和行为研究人员培训的三种职业威胁（“三重威胁”） - 感知的歧视，固定能力的心态和冒名顶替的感觉 - 可能会损害受训者的职业 通过针对受训者及其导师的干预措施，动机和保留。我们项目的关键方面是 我们不仅要解决培训中的三重威胁，还解决了他们的导师中的三重威胁， 批判性地塑造了学员学习和工作的环境。两种干预措施都将涉及<3.5小时 引入三重威胁的同步和互动虚拟研讨会，提供示例策略 学员/导师可以用来减轻三重威胁，并让学员/导师适应策略和/或 生成新策略，它们可以随着时间的流逝而始终如一地使用。我们将招募140名导师（他们的420位导师 受训者）在全国六个领先机构的现场合作伙伴的帮助下。学员和导师 将被群集随机分配给治疗（三重威胁干预）或主动对照组，并将接受 干预前后关键变量的度量，每年每年进行资金结束。这些关键措施 包括对学员的三重威胁，职业威胁应对技巧，职业动机的经验 （研究自我有效，科学家身份，期望信念和价值观）以及职业成果（意图和意图 追求研究路径，行为/产品所采取的步骤；而且，对于导师来说，他们对三重 威胁和使用特定策略（包括包容性和支持性）来减轻它。使用多级建模， 增长模型，多群SEM和重复测量MANOVA，我们将评估两者的影响 对短期，中和长期结果的干预措施，以及干预措施是否具有更强的影响 对于URM受训者。我们希望根据理论上的预测找到那个收到的学员 干预将报告增加三重威胁的经验，并提高应对技巧，职业 与控制条件的学员相比，动机和职业成果；那些接受的导师 干预措施将报告对行为/实践的参与，以减轻三重威胁，而不是导师 在控制条件下；那些接受干预的培训以及也有导师 接受干预将经历最积极的结果。我们还期望干预可能 对URM学生以及来自多个URM类别的学生最有益。这些干预措施， 设计为可扩展和适应性，将教导我们网站上的培训计划主管交付 合作伙伴机构，随着时间的流逝增强了干预可持续性和传播。