Integrating Theory and Practice to Increase Scientific Workforce Diversity: A Framework for Career Development in Graduate Research Training
Integrating Theory and Practice to Increase Scientific Workforce Diversity: A Framework for Career Development in Graduate Research Training
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DOI：
10.1187/cbe.10-12-0145
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发表时间：
2011-12-01
影响因子：
3.7
通讯作者：
Carnes, Molly
中科院分区：
文献类型：
--
作者：
Byars-Winston, Angela;Gutierrez, Belinda;Carnes, Molly
很少，如果有的话，教育干预措施，旨在增加代表性不足的少数民族（URM）研究生在生物和行为科学的通知理论和研究的职业生涯持续性。培训和教育，以促进少数民族学者在科学（团队科学）是由一般医学科学在威斯康星大学麦迪逊分校的国家研究所资助的计划，增加URM学生进入并完成博士学位的数量的双重目标BBS和增加这些学生谁追求学术生涯的数量。运用社会认知职业生涯理论，提出了研究生科研训练职业生涯发展的框架。基于这一框架，TEAM-Science有五个核心组成部分：1）导师培训的研究顾问，2）八个共识派生的基本能力所需的一个成功的学术生涯，3）由资深教师的职业指导，4）个性化的职业发展计划，使学生的活动与八个基本能力，和5）优势，劣势，机会，个人职业生涯分析。本文介绍了用于指导这些组件的开发的理论框架，研究和评估计划，以及实施该计划的早期经验。我们讨论了这一框架的潜力，以增加URM研究生学员在指导研究计划所需的职业成果，从而加强参与者的职业行为，这种干预措施的有效性。
Few, if any, educational interventions intended to increase underrepresented minority (URM) graduate students in biological and behavioral sciences are informed by theory and research on career persistence. Training and Education to Advance Minority Scholars in Science (TEAM-Science) is a program funded by the National Institute of General Medical Sciences at the University of Wisconsin-Madison with the twin goals of increasing the number of URM students entering and completing a PhD in BBS and increasing the number of these students who pursue academic careers. A framework for career development in graduate research training is proposed using social cognitive career theory. Based on this framework, TEAM-Science has five core components: 1) mentor training for the research advisor, 2) eight consensus-derived fundamental competencies required for a successful academic career, 3) career coaching by a senior faculty member, 4) an individualized career development plan that aligns students' activities with the eight fundamental competencies, and 5) a strengths, weaknesses, opportunities, and threats personal career analysis. This paper describes the theoretical framework used to guide development of these components, the research and evaluation plan, and early experience implementing the program. We discuss the potential of this framework to increase desired career outcomes for URM graduate trainees in mentored research programs and, thereby, strengthen the effectiveness of such interventions on participants' career behaviors.