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: 10673372
• 负责人: Mica Beth Estrada
• 金额: $ 9.56万
• 依托单位: UNIVERSITY OF CALIFORNIA, SAN FRANCISCO
• 依托单位国家: 美国
• 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: https://reporter.nih.gov/project-details/10673372
• 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; Participant; 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; programs; prospective; psychosocial; role model; scale up; science teacher; social; social influence; social learning; success; therapy development; treatment comparison; treatment group; undergraduate student

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 强有力的人口统计证据表明，本地学生并未融入 STEM 专业社区 与大多数学生相同，而土著人（美洲原住民/阿拉斯加原住民/夏威夷原住民）几乎占所有比例。 根据最近的美国人口普查，他们占美国人口的 2%，但仅占本科生入学人数的 0.01% 左右 学生（NSF，2014）和 601,883 名注册的科学与工程 (S&E) 研究生中的 3,014 名 (0.5%) 项目，坚持从事 STEM 职业的比例甚至更低（NSF，2017）。 对生物医学职业的高度兴趣以与大多数人相同的比例融入其 STEM 专业社区 目前，大多数关于本土 STEM 学者的研究都是定性的，涉及深度。 为了扩大研究范围，我们建议以有关三方的研究为基础。 社会影响力整合模型 (TIMSI) (Kelman,1958, 2006; Estrada et al., 2011)、美洲原住民文化和 综合身份，进行前瞻性倾向评分匹配纵向研究，以比较短期、中期、 三组新兴本土生物医学学者 (N=162) 的长期结果包括： (A) 否。 治疗比较组（匹配从事美洲印第安人科学与工程学会的土著学者 （AISES）社区），（B）改良治疗组（匹配参与 AISES 社区的本土学者 + 在线 专业发展干预），以及（C）全面治疗组（匹配从事 AISES 的本土学者 社区+完整的职业发展干预）。这项研究的主要目的是测试一个项目的有效性。 在线干预，相对于对照，“扩大”强化专业发展干预的关键方面 第二个目标是了解解释干预效果的机制。 哪些关键的心理社会因素（即[i]功效、身份和价值观[融入专业的衡量标准] 社区]，[ii] 本土学者的专业与本土身份整合，以及 [iii] 对公共价值的看法 生物医学职业的可供性）调节群体差异与长期融入之间的关系 专业社区、更大的职业毅力以及未来本土学者更高的指导率。 这项研究的假设驱动设计将提供结果，为生物医学界提供有关因素和 最有可能影响和促进生物医学研究队伍持续职业发展的机制。 这项研究提供了一个普遍适用的例子，说明如何从现有干预措施中创造附加值（以少得多的成本） 对于更多的学生群体，将提供有用且有意义的发现。 以支持和有益于生物医学教育者指导、指导或建议本土学者的形式， 大学科学培训计划以及生物医学专业本科生教育计划。