The role of multicultural identity integration on well-being and Biomedical Science pathway persistence

多元文化身份整合对幸福感和生物医学科学路径持久性的作用

基本信息

批准号：
10723918
负责人：
Kelsea Kanohokuahiwi Hosoda
金额：
$ 10.68万
依托单位：
UNIVERSITY OF CALIFORNIA, SAN FRANCISCO
依托单位国家：
美国
项目类别：
财政年份：
2023
资助国家：
美国
起止时间：
2023-07-01 至 2025-06-30
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10723918
关键词：
Alaska Native Area Award Behavioral Behavioral Sciences Cognitive Communities Community Integration Data Data Analyses Ecosystem Education Engineering Equation Faculty Graduate Enrollment Institution Intervention Interview Knowledge Learning Linear Models Longitudinal Studies Measures Mediation Mentors Mentorship Modeling Native Americans Native Hawaiian Native-Born Outcome Pathway interactions Personal Satisfaction Persons Phase Policies Population Prejudice Productivity Psychological Factors Psychology Psychometrics Research Research Design Research Personnel Role STEM career Sampling Science Science, Technology, Engineering and Mathematics Education Scientist Specialist Stereotyping Students Techniques Testing Training Universities Violence Work Writing biomedical scientist career contextual factors effective intervention experience falls graduate student improved interest marginalized population non-Native programs psychosocial racism skills social inclusion social influence statistics stress reduction theories

项目摘要

ABSTRACT 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 1% of the U.S. population, they make up only 2,220 (0.3%) of the 595,556 enrolled graduate students in Science and Engineering (S&E) programs, with even smaller percentages persisting to faculty biomedical careers.1 These statistics demonstrate that Native scholars with high interest in STEM careers are not integrating into their professional academic communities, and instead are choosing to leave. Tested theories that help educators better understand the unique challenges and assets of being a Native scholar, as well as effective interventions that support Native scholars to persist in biomedical careers would advance the science of diversifying biomedical education. A common research question is: When do Native scholars with high interest in biomedical careers integrate and persist in their biomedical professional communities at rates equal to majority populations. Most research on Natives in biomedical fields have been qualitative and often focus on negative attributes like stereotype threat and racism. In contrast, the proposed research focuses on positive psychology, highlighting the contextual factors and attributes of Natives that lead to integration and persistence in biomedical professional communities. The first aim of this study utilizes existing data to validate a measure of Receiving Kindness, a contextual factor which affirms social inclusion in biomedical professional communitie. The second aim is to validate a psychosocial measure of professional-and-cultural identity integration as part of the conclusion of a 2-year longitudinal study with Native scholars. In the third aim, the work from the mentored phase will be expanded through a 9-month longitudinal study, where using my personal network of university Native science and engineering student support programs across the nation, Native biomedical students (N=40), Native biomedical professionals (N=40), non-Native biomedical students (N=40) and non- Native biomedical professionals (N=40) will be compared to understand the relationship between professional-and-cultural identity integration and receiving kindness on persistence in biomedical professional communities for Native biomedical students. Previous research suggests that while Native people come from diverse ecosystems and have diverse traditions, Native people share in common the experience of having US policy encourage them, sometimes violently, to abandon their Native identities. This research seeks to understand how Native scholars are impacted when they find themselves receiving kindness and how this relates to their ability to hold an integrative identity in which being Native and being a biomedical scientist are in harmony.

抽象的人口统计证据表明，本地学生没有融入 STEM 专业社区的比例与大多数学生相同。而原住民（美洲原住民/阿拉斯加夏威夷原住民）占美国人口的近 1%，但他们仅占美国人口的 2,220 人（0.3%）科学与工程 (S&E) 项目招收了 595,556 名研究生，人数甚至更少坚持从事生物医学职业的百分比。1这些统计数据表明，具有对 STEM 职业的高度兴趣并没有融入他们的专业学术社区，而是正在选择离开。经过检验的理论可以帮助教育工作者更好地理解独特的挑战和作为本土学者的资产，以及支持本土学者坚持的有效干预措施生物医学职业将推动生物医学教育多样化的科学发展。共同研究问题是：对生物医学事业有浓厚兴趣的本土学者何时融入并坚持他们的生物医学专业社区的发展速度与大多数人口相同。大多数研究关于生物医学领域的本地人一直是定性的，并且经常关注刻板印象等负面属性威胁和种族主义。相比之下，拟议的研究侧重于积极心理学，强调导致生物医学整合和持久的背景因素和原住民属性专业社区。本研究的第一个目标是利用现有数据来验证接收的衡量标准善良，是生物医学专业社区中肯定社会包容性的一个背景因素。这第二个目标是验证职业和文化身份整合的心理社会测量，作为与本土学者进行的为期 2 年的纵向研究的结论。在第三个目标中，工作指导阶段将通过为期 9 个月的纵向研究来扩展，其中使用我的个人网络全国大学本土科学与工程学生支持计划、本土生物医学学生（N = 40），本土生物医学专业人士（N = 40），非本土生物医学学生（N = 40）和非将比较本土生物医学专业人士 (N=40)，以了解两者之间的关系专业与文化认同的融合以及对生物医学坚持的接受善意本地生物医学学生的专业社区。之前的研究表明，虽然 Native 人们来自不同的生态系统，有不同的传统，土著人民有共同点美国政策鼓励他们（有时是暴力地）放弃他们的原住民身份。这研究旨在了解本土学者在发现自己受到影响时受到的影响善良，以及这与他们持有综合身份的能力有何关系，在这种身份中，作为原住民和作为一个人生物医学科学家很和谐。