Native Biomedical Scholar: Professional & Cultural Identity Integration

专利授权摘要 强有力的人口统计学证据表明，原住民学生没有融入STEM专业 与大多数学生一样的速度。原住民（美洲原住民/阿拉斯加人） 根据最近的美国人口普查，夏威夷土著人占美国人口的近2%， 他们只占入学本科生的0.01%（NSF，2014）和3，014（0.5%）。 601，883名研究生就读于科学和工程（S&E）课程，甚至更小 百分比坚持教师干职业（NSF，2017）。为什么不让那些对 生物医学职业以与大多数人口相同的速度融入他们的STEM专业社区？ 在这个时候，大多数关于本地STEM学者的研究都是定性的，涉及深入访谈 与坚持的人同在。为了扩大研究范围，家长补助金建立在对以下方面的研究基础上： 社会影响的三方整合模型（TIMSI）（Kelman，1958，2006; Estrada et al.，2011年），本土 美国文化和综合身份，进行前瞻性倾向评分匹配纵向 研究比较三组新兴的本土生物医学的短期，中期和长期结果 学者（N=162）。组包括：（A）无治疗对照组（匹配的本地学者 从事美国印第安人科学与工程学会（AISES）社区），（B）修改 治疗组（配对本土学者参与AISES社区+在线专业人士 发展干预）和（C）全面治疗组（匹配的本土学者从事AISES 社区+完整的专业发展干预）。本研究的主要目的是测试 在线干预的有效性，“扩大”密集的专业发展的关键方面 相对于对照组的干预。第二个目的是了解解释 干预效果。我们将评估关键的心理社会因素（即，[i]功效、特性和 价值观[融入专业社区的措施]，[二]土著学者的专业和土著 身份整合，[iii]对生物医学职业中的共同价值启示的看法）介导了 群体间的关系差异与长期融入专业社会的关系较大 职业生涯的持久性，以及未来本土学者的更高指导率。假设驱动设计 这项研究提供的结果，告知生物医学界的因素和机制， 最有可能影响和促进生物医学研究人员的持续职业生涯。此外，这项研究 提供了一个可推广的例子，说明如何增加现有干预措施的价值（成本低于母公司 （二）为广大学生服务。有用和有意义的研究结果将在 支持生物医学教育工作者指导，指导或建议本地学者的格式， 大学科学培训计划和生物医学专业本科生教育计划。

PARENT GRANT ABSTRACT Strong 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 2% of the U.S. population according the most recent U.S. Census, they make up only about 0.01% of enrolled undergraduate students (NSF, 2014) and 3,014 (.5%) of the 601,883 enrolled graduate students in Science and Engineering (S&E) programs, with even smaller percentages persisting to faculty STEM careers (NSF, 2017). Why don’t Native scholars with high interest in biomedical careers integrate into their STEM professional communities at rates equal to majority populations? At this time, most research regarding Native STEM scholars has been qualitative, involving in-depth interviews with those who persevere. To broaden the research, the parent grant builds on research regarding the Tripartite Integration Model of Social Influence (TIMSI) (Kelman,1958, 2006; Estrada et al., 2011), Native American culture, and integrative identity, to conduct a prospective propensity score matched longitudinal study to compare the short-, medium-, and long-term outcomes of three groups of emerging Native biomedical scholars (N=162). The groups include: (A) No Treatment Comparison group (matched Native scholars engaged in the American Indian Science and Engineering Society (AISES) community), (B) Modified Treatment group (matched Native scholars engaged in the AISES community + online professional development intervention), and (C) Full Treatment group (matched Native scholars engaged in the AISES community + complete professional development intervention). The primary aim of this study is to test the efficacy of an online intervention that “scales up” key aspects of an intensive professional development intervention relative to a control group. The second aim is to understand the mechanisms that explain the intervention effects. We will assess the degree to which key psycho-social factors (i.e., [i] efficacy, identity, and values [measures of integration into professional communities], [ii] Native scholars’ professional-and-Native identity integration, and [iii] perceptions of communal value affordances in biomedical careers) mediate the relationship between the group differences and long-term integration into the professional community, greater career persistence, and higher rates of mentorship of future Native scholars. The hypothesis-driven design of this study is providing results that inform the biomedical community regarding factors and mechanisms that are most likely to influence and foster a sustained career in the biomedical research workforce. Further, this study provides a generalizable example of how to add value to existing interventions (at less cost than the parent intervention) for larger populations of students. Useful and meaningful findings will be made available in formats that are supportive to biomedical educators instructing, mentoring or advising Native Scholars, university science training programs, and education programs with undergraduates in biomedical majors.