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.

项目摘要有效的Mentalship对于改善潜水员背景的培训的成功至关重要，包括从生物医学科学的代表性不足（UR）组，从本科生到新专业人员。这该提案的总体目标是测试：1）现有的社会和上下文因素的影响在生物医学劳动力中的潜水员背景的本科生参与时，2）测试是否主要在新生和大二时期，心理/联网干预措施都会影响来自潜水员背景的学生的科学认同的持久，参与和发展。我们的提案将重点放在一组HBCU上，这些HBCU在地理上分布不同社区水平的社会经济因素。根据历史数据和背景，我们假设潜水员学生之间的社会和背景资本因素的先前和背景资本因素调解了持久性，参与以及一个个人和小组的学生的总体成功率。该假设将在以下测试具体目的：特定目的1：通过心理和网络确定主动干预的影响关于学生的参与和成功 - 新生的立即干预后影响，远端影响大二学生和高级学生。特定目标2：确定个人和上下文因素在新生，大二学生和高级学生的敬业度和成功。特定目标3：确定干预后的立即参与和新生的成功是否会导致主动的影响大二学生通过心理和网络进行远端参与和成功的干预和更高级别。该项目依赖于随机选择和分配的混合实验设计参与者进行主动干预（测试）和控制干预（对照）组。预/后测试数据将是在每个参与周期中聚集，并持续监测与干预活动的参与。组之间的差异将通过使用少数类似机构来最小化，从每个机构中划出治疗和对照组，并检查各种效果上下文因素，包括社会资本在群体差异上。我们的测试小组将是新生参加NRMN的心理和网络计划，此外，请在通过近战指导，同伴指导，指导培训和教练来机构。对照组将成为参加NRMN的心理和网络计划的新生，但不要活跃干涉。比较小组将是未参加NRMN的新生（机构数据）。我们对干预措施的预期结果是提高持久性，参与度和科学认同小组成功过渡到下一个职业阶段。我们的结果措施与 DPC成功的标志。根据参与机构的基线数据，我们将设置一个预期的目标的目标。我们研究的结果将导致一个预测模型，可以转化为 AA学生在其他HBCU和多数机构中的持久性和职业过渡。