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

• 批准号: 10435470
• 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
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-07-01 至 2024-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10435470
• 关键词: Address; African American population; African American student; Biology; Capital; Career Mobility; Chemistry; Control Groups; Crime; Data; Development; Discrimination; Distal; Doctor' 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; Pre-Post Tests; Privatization; Psychology; Random Allocation; 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; base; 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

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 有效的指导对于提高来自不同背景的学员的成功至关重要， 从生物医学科学的代表性不足（UR）群体，从本科生到新的专业人士。的 本提案的总体目标是测试：1）预先存在的社会和背景因素的影响 关于来自不同背景的本科生参与生物医学劳动力的问题，2）测试 指导/网络干预，主要是在大一和大二，是否影响 坚持，参与和发展来自不同背景的学生的科学身份。我们 该提案将侧重于一组HBCU，这些HBCU在地理上分布在不同的个人和 邻里社会经济因素。基于历史数据和背景，我们假设 不同学生之间预先存在的社会和背景资本因素介导了持久性，参与性 以及学生作为个人和群体的整体成功率。这一假设将在下面进行检验 具体目标：具体目标1：确定通过指导和建立网络进行积极干预的效果 对学生的参与和成功-新生的即时干预后效果和远程效果， 大二和更高水平的学生。具体目标2：确定个人和环境因素在 大一、大二和更高年级学生的参与和成功。具体目标3：确定 新生干预后的即时参与和成功是否介导了积极干预的效果 通过指导和网络进行干预，以促进学生的远程参与和成功 更高层次的。该项目依赖于随机选择和分配的混合实验设计， 参与者分为主动干预（测试）组和控制干预（对照）组。测试前/测试后数据将 在每个参与周期中收集的数据，并对参与干预活动的情况进行持续监测。 通过使用少数类似的机构，将尽量减少群体之间的差异， 从每个机构中抽取治疗组和对照组，以及检查各种 情境因素，包括社会资本对群体差异的影响。我们的测试组将是新生， 参加NRMN的指导和网络计划，此外，还可以在 通过近同侪辅导、同侪辅导、学员培训和辅导，为机构提供培训。对照组将 是参加NRMN的指导和网络计划的新生，但不活跃 干预对照组将是所有没有参加NRMN的新生（机构数据）。 我们对干预措施的预期结果是增加测试的持久性、参与性和科学性 成功过渡到下一个职业阶段。我们的结果指标与 DPC成功的标志根据参与机构的基线数据，我们将设定预期的 我们的成果目标。我们的研究结果将导致一个预测模型，可以转化为 AA学生在其他HBCUs和大多数机构的持久性和职业过渡。