SF BUILD: Enabling full representation in science

参与历史上代表性不足（HU）的学生的系统性障碍不仅限制了创新， 生物医学研究的生产力，它们使社会不平等永久化。为了克服这些障碍， 公平的生物医学研究，使所有人群受益，SF BUILD II项目的总体目标是 保持有希望的气候变化努力，并推广那些被认为有效的努力。为此， SF BUILD I所做的有希望的努力将在旧金山弗朗西斯科的主要机构和旧金山大学进行维护和测试 州立大学（SF State）及其研究合作伙伴加州大学弗朗西斯科分校（UCSF）。SF BUILD的关键创新在于它专注于改变机构而不是单个学生，以实现 更吸引人的研究生涯在SF BUILD I中，一种由平等信号确认指导的方法 （SAFE）模式在创造肯定和包容性的教学和研究环境方面取得了进展。 安全是基于社会科学理论和触发因素的证据，导致胡学生退出科学，因为 以及减轻触发因素的社会背景线索，以提高学生的保留率和成功率。定量 来自SF BUILD I的数据表明，建立一个安全的环境可以减轻刻板印象的威胁，促进科学 提高科学素养，增强科学素养。因此，参与的HU学生报告说，他们更有意愿追求 生物医学研究职业。在SF BUILD II中，包容性和有效的教学和研究方法 培训将持续和传播，学生在生物医学研究的有意义的参与 劳动力将继续得到肯定。将通过反陈规定型观念和 微观肯定活动在课堂上，并通过从事胡学生在同行指导和研究 这些活动“回馈”他们所来自的社区。此外，关于长期结果的数据， 如研究生入学和保留，将被收集和评估。SF BUILD方法 利用SF State的机构历史和使命，这是一个以本科为主的机构， 已经获得了国家的突出准备HU学生的生物医学研究事业。SF BUILD II目标 利用旧金山州立大学的成功记录，创造变革的推动者，他们将建立生物医学的能力， 这是一项造福所有人的研究。这一目标也是加州大学旧金山分校的一个关键重点，通过其学院， 医学的差异很重要倡议是在SF BUILD I期间建立的，旨在成为最多元化的， 公平和包容性的学术医疗系统。这项工作意义重大，因为， 旧金山州立大学和加州大学旧金山分校共同努力，希望SF BUILD II能够产生一个全国性的大规模模型， 合作，肯定，和包容性的教学和研究环境为胡本科生。这样， 全国各地的HU学生将能够成功过渡到一流的研究型大学， 成为一个新的，更具包容性的方法，以生物医学研究所必需的变化的代理人。

Systemic barriers to engaging historically underrepresented (HU) students not only limit innovation and productivity in biomedical research, they perpetuate social inequities. To overcome these barriers to effective, equitable biomedical research that benefits all populations, the overall goal of the SF BUILD II project is to sustain promising climate transformation efforts and disseminate those found to be effective. Toward this end, promising efforts from SF BUILD I will be maintained and tested at both the primary institution, San Francisco State University (SF State), and its research partner, the University of California, San Francisco (UCSF). SF BUILD’s key innovation is its focus on changing institutions rather than individual students, to make the path to a research career more inviting. In SF BUILD I, an approach guided by the Signaling Affirmation for Equity (SAFE) model achieved progress in creating affirming and inclusive teaching and research environments. SAFE is grounded in social science theory and evidence of triggers that cause HU students to exit science, as well as social contextual cues that mitigate triggers, to improve student retention and success. Quantitative data from SF BUILD I show that growing a SAFE environment mitigates stereotype threat, promotes science efficacy, and increases science identity. As a result, participating HU students report a greater intent to pursue biomedical research careers. In SF BUILD II, inclusive and effective approaches to teaching and research training will be sustained and disseminated, and students’ meaningful engagement in the biomedical research workforce will continue to be affirmed. Systemic affirmation will take place through counter-stereotyping and microaffirmation activities in the classroom, and by engaging HU students in peer mentoring and research activities that “give back” to the communities from which they come. In addition, data on longer-term outcomes, such as graduate school matriculation and retention, will be gathered and evaluated. The SF BUILD approach capitalizes on the institutional history and mission of SF State, a predominantly undergraduate institution that has attained national prominence for preparing HU students for biomedical research careers. SF BUILD II aims to leverage SF State’s record of success to create agents of change who will build the capacity for biomedical research that benefits all populations. This goal is also a critical focus of UCSF, which—through its School of Medicine’s Differences Matter Initiative, established during SF BUILD I—aims to become the most diverse, equitable, and inclusive academic medical system in the country. The proposed work is significant because, working together, SF State and UCSF expect SF BUILD II to result in a national, large-scale model for creating collaborative, affirming, and inclusive teaching and research environments for HU undergraduates. In this way, HU students across the country will be able to successfully transition to premiere research universities and become the agents of change essential for a new, more inclusive approach to biomedical research.