Scaling Up Culturally Affirming Pathways to Biomedical Faculty Careers for Native Scholars
扩大本土学者通往生物医学教师职业的文化肯定途径
基本信息
- 批准号:10673372
- 负责人:
- 金额:$ 9.56万
- 依托单位:
- 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 2025-07-31
- 项目状态:未结题
- 来源:
- 关键词:African AmericanAlaska NativeAmerican IndiansAreaBehavioralBiomedical ResearchCensusesCommunitiesControl GroupsDevelopmentDisciplineEducationElementsEngineeringEnrollmentFacultyFibrinogenFosteringFutureIndividualInterventionInterviewKnowledgeLatinxLightLightingLongitudinal StudiesMeasuresMediatingMentorsMentorshipModelingNative AmericansNative HawaiianNative-BornOutcomeParentsParticipantPathway interactionsPerceptionPersonsPopulationPsychosocial FactorPublicationsQuasi-experimentResearchResearch Project GrantsSTEM careerSTEM fieldScienceScientistSocietiesStudentsTechnologyTestingTimeTraining ProgramsUniversitiescareercareer developmentcommunecomparison groupcostcost effectivedesignefficacy testingevidence basegraduate studenthigher educationimprovedinterestintervention effectlongitudinal designmemberonline communityonline interventionprogramsprospectivepsychosocialrole modelscale upscience teachersocialsocial influencesocial learningsuccesstherapy developmenttreatment comparisontreatment groupundergraduate student
项目摘要
Project 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, we propose to build 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 will provide 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 create added value from existing interventions (at significantly less
cost than the parent intervention) for larger populations of students. Useful and meaningful findings will be made available
in formats that are supportive and useful to biomedical educators instructing, mentoring or advising Native Scholars,
university science training programs, and education programs with undergraduates in biomedical majors.
项目摘要
有力的人口统计证据表明,本地学生未在STEM专业社区中融入
与多数学生相同的比率。虽然原住民(美洲原住民/阿拉斯加原住民/夏威夷人)几乎构成
根据最近的美国人口普查,美国人口的2%,仅占入学的本科生的0.01%
学生(NSF,2014年)和3014(.5%)的601,883名科学和工程研究生(S&E)
计划的较小百分比持续到教师STEM职业(NSF,2017年)。为什么不与本地学者一起
以等于多数的速度融入其STEM专业社区的生物医学职业的高度兴趣
人口?目前,大多数有关本地STEM学者的研究都是定性的,涉及深度
对那些坚持不懈的人进行采访。为了扩大研究,我们建议在有关三方的研究基础上进行研究
社会影响的整合模型(Timsi)(Kelman,1958,2006; Estrada等,2011),美国原住民文化和
综合身份,进行前瞻性承诺得分与纵向研究相匹配,以比较短,中等
以及三组新兴的天然生物医学学者的长期结局(n = 162)。组包括:(a)否
治疗比较小组(匹配参与美洲印第安人科学与工程协会的本地学者
(aises)社区),(b)修改的治疗组(匹配与AISS社区 +在线参与的本地学者
专业发展干预措施)和(c)完整的治疗组(与AISES参与的本地学者相匹配
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“扩大”密集专业发展干预相对于控制
团体。第二个目的是了解解释干预效果的机制。我们将评估该学位
哪些关键的心理社会因素(即[i]效率,身份和价值观[集成到专业的衡量标准
社区],[ii]本地学者的专业和本地身份整合,以及[iii]对社区价值的看法
生物医学职业的负担)调解了群体差异与长期整合之间的关系
专业社区,更大的职业持久性以及未来本地学者的心态率更高。
该研究的假设驱动的设计将提供结果,使生物医学界有关因素和因素和
最有可能影响并促进生物医学研究人员持续职业的机制。更远,
这项研究提供了一个可概括的示例,说明如何从现有干预措施中创建附加价值(大幅少得多
比父母干预的成本)对于较大的学生人群。有用且有意义的发现将提供
以支持生物医学教育者的支持和有用的格式,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。
项目成果
期刊论文数量(0)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
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Mica Beth Estrada其他文献
Mica Beth Estrada的其他文献
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{{ truncateString('Mica Beth Estrada', 18)}}的其他基金
Scaling Up Culturally Affirming Pathways to Biomedical Faculty Careers for Native Scholars
扩大本土学者通往生物医学教师职业的文化肯定途径
- 批准号:
10228708 - 财政年份:2020
- 资助金额:
$ 9.56万 - 项目类别:
Scaling Up Culturally Affirming Pathways to Biomedical Faculty Careers for Native Scholars
扩大本土学者通往生物医学教师职业的文化肯定途径
- 批准号:
10452792 - 财政年份:2020
- 资助金额:
$ 9.56万 - 项目类别:
Scaling Up Culturally Affirming Pathways to Biomedical Faculty Careers for Native Scholars
扩大本土学者通往生物医学教师职业的文化肯定途径
- 批准号:
10029611 - 财政年份:2020
- 资助金额:
$ 9.56万 - 项目类别:
Scaling Up Culturally Affirming Pathways to Biomedical Faculty Careers for Native Scholars
扩大本土学者通往生物医学教师职业的文化肯定途径
- 批准号:
10459420 - 财政年份:2020
- 资助金额:
$ 9.56万 - 项目类别:
Scaling Up Culturally Affirming Pathways to Biomedical Faculty Careers for Native Scholars
扩大本土学者通往生物医学教师职业的文化肯定途径
- 批准号:
10676147 - 财政年份:2020
- 资助金额:
$ 9.56万 - 项目类别:
Native Biomedical Scholar: Professional & Cultural Identity Integration
本土生物医学学者:专业
- 批准号:
10368502 - 财政年份:2020
- 资助金额:
$ 9.56万 - 项目类别:
Annual Grantees' Meeting for Research on Interventions that Promote Science Research Careers
促进科学研究职业干预研究的年度受资助者会议
- 批准号:
8875245 - 财政年份:2014
- 资助金额:
$ 9.56万 - 项目类别:
Annual Grantees Meeting for Research on Interventions that Promote Research Caree
年度受资助者会议,研究促进研究事业的干预措施
- 批准号:
8127538 - 财政年份:2011
- 资助金额:
$ 9.56万 - 项目类别:
Annual Grantees Meeting for Research on Interventions that Promote Research Caree
年度受资助者会议,研究促进研究事业的干预措施
- 批准号:
8531274 - 财政年份:2011
- 资助金额:
$ 9.56万 - 项目类别:
Annual Grantees Meeting for Research on Interventions that Promote Research Caree
年度受资助者会议,研究促进研究事业的干预措施
- 批准号:
8289474 - 财政年份:2011
- 资助金额:
$ 9.56万 - 项目类别:
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