Intersection of Social Capital, Mentorship and Networking on Persistence, Engagement and Science Identity

社会资本、指导和网络在持久性、参与度和科学认同方面的交叉点

基本信息

批准号：
10653179
负责人：
MANOJ K. MISHRA
金额：
$ 59.41万
依托单位：
ALABAMA STATE UNIVERSITY
依托单位国家：
美国
项目类别：
财政年份：
2019
资助国家：
美国
起止时间：
2019-07-01 至 2025-06-30
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10653179
关键词：
Address African American population African American student Biology Capital Career Mobility Chemistry Control Groups Crime Data Development Discrimination Distal Doctor&apos s Degree Enrollment Equation Experimental Designs Exposure to Geography Goals Graduate Education Historically Black Colleges and Universities Individual Institution Intervention Mathematics Mediating Mentors Mentorship Minority Groups Modeling Monitor Neighborhoods Outcome Outcome Measure Participant Play Privatization Psychology Random Allocation Randomized Research Research Project Grants Resource-limited setting Resources Role Science Self Efficacy Socioeconomic Factors Statistical Data Interpretation Stress and Coping Students Surveys Testing Training Translating Underrepresented Populations career career development comparison group contextual factors expectation improved interest intervention effect low socioeconomic status peer coaching post intervention predictive modeling programs social social capital social factors social stressor success therapy design treatment group undergraduate student

项目摘要

Project Summary Effective mentorship is essential to improving the success of trainees from diverse backgrounds, including those from under-represented (UR) groups in the biomedical sciences, from undergraduates to new professionals. The overarching objectives of this proposal are to test: 1) the effects of pre-existing social and contextual factors on participation of undergraduate students from diverse backgrounds in biomedical workforce, 2) test whether mentoring/networking intervention, mainly in freshmen and sophomore years, influence the persistence, engagement, and development of science identity of students from diverse backgrounds. Our proposal will focus on a set of HBCUs that are geographically distributed with different individual- and neighborhood- level socioeconomic factors. Based on historical data and background, we hypothesize that the preexisting social and contextual capital factors among diverse students mediates the persistence, engagement and overall success rate of students as an individual and as a group. This hypothesis will be tested in following specific aims: Specific aim 1: Determine the effects of active intervention through mentoring and networking on engagement and success of students – immediate post-intervention effects for freshmen and distal effects for sophomore and higher-level students. Specific aim 2: Determine the role personal and contextual factors play in the engagement and success of freshmen and sophomore and higher-level students. Specific aim 3: Determine whether the immediate post-intervention engagement and success of freshmen mediate the effect of active intervention through mentoring and networking on distal engagement and success of the students as sophomores and higher-level. This project relies on a mixed experimental design with random selection and assignment of participants to Active Intervention (test) and Control Intervention (control) groups. Pre-/Post-test data will be gathered in each cycle of participation, with ongoing monitoring of engagement with the intervention activities. Differences between groups will be minimized through the use of a small number of similar institutions, drawing both treatment and control groups from each institution, as well as examining the effect of various contextual factors, including social capital on group differences. Our test group will be freshmen who will participate in the mentoring and networking programs of NRMN, and in addition get active intervention at the institution through near-peer mentoring, peer mentoring, mentee training and coaching. The control group will be freshmen who participate in mentoring and networking programs of NRMN, but do not get active intervention. The comparison group will be all freshmen who did not participate in NRMN (institutional data). Our expected outcome of the interventions is increased persistence, engagement and science identity of the test group resulting in the successful transition to the next career stage. Our outcome measures are consistent with the DPC Hallmarks of Success. Based on baseline data from participating institutions, we will set an expected target for our outcomes. Outcomes from our studies will lead to a predictive model that can be translated to persistence and career transition of AA students in other HBCUs and majority institutions.

项目概要有效的指导对于提高来自不同背景的学员的成功至关重要，包括那些从生物医学领域代表性不足 (UR) 群体，从本科生到新专业人士。该提案的总体目标是测试：1）先前存在的社会和背景因素的影响关于来自不同背景的本科生参与生物医学劳动力，2）测试主要在大一和大二的辅导/网络干预是否会影响来自不同背景的学生的科学认同的坚持、参与和发展。提案将重点关注一组 HBCU，这些 HBCU 在地理上分布着不同的个人和群体。根据历史数据和背景，我们认为不同学生之间预先存在的社会和情境资本因素介导了他们的坚持、参与以及学生作为个人和群体的总体成功率将在下面进行检验。具体目标：具体目标 1：通过指导和网络确定积极干预的效果学生的参与度和成功——干预后对新生的直接影响和对学生的远端影响具体目标 2：确定个人和背景因素在其中发挥的作用。新生以及新生和高年级学生的参与度和成功率 3：确定具体目标。干预后新生的立即参与度和成功是否会调节积极干预的效果通过指导和网络对新生的远程参与和成功进行干预该项目依赖于随机选择和分配的混合实验设计。主动干预（测试）和控制干预（控制）组的参与者将获得测试前/测试后的数据。在每个参与周期中收集数据，并持续监测干预活动的参与情况。通过使用少量类似的机构，可以最大限度地减少群体之间的差异，从每个机构抽取治疗组和对照组，并检查各种方法的效果背景因素，包括群体差异的社会资本，我们的测试组将是新生。参与 NRMN 的指导和网络项目，并在对照组将通过近同伴指导、同伴指导、受训者培训和指导来进行培训。是参加 NRMN 辅导和项目网络的新生，但不活跃对照组将是所有未参加 NRMN 的新生（机构数据）。我们干预的预期结果是提高测试的持久性、参与度和科学认同小组导致成功过渡到下一个职业阶段，我们的成果衡量标准是一致的。 DPC 成功标志根据参与机构的基线数据，我们将设定预期。我们的研究结果将产生一个可以转化为的预测模型。其他 HBCU 和机构中 AA 学生的坚持和大多数职业转型。