SF BUILD: Enabling full representation in science

吸引历史上代表性不足(HU)学生的系统性障碍不仅限制了创新和 在生物医学研究的生产力方面，它们使社会不平等永久化。为了克服这些障碍，实现有效的、 公平的生物医学研究造福所有人，SF Build II项目的总体目标是 维持有希望的气候变化努力，并传播那些被发现有效的努力。为此， 来自SF Build I的有希望的努力将在旧金山这两个主要机构进行维护和测试 加州州立大学(SF State)及其研究伙伴加州大学旧金山分校(UCSF)。SF Build的关键创新是专注于改变机构，而不是单个学生，从而为 一个更有吸引力的研究职业。在SF Build I中，一种以确认公平的信号为指导的方法 (SAFE)模式在创造肯定和包容的教学和研究环境方面取得了进展。 SAFE的基础是社会科学理论和导致HU学生退出理科的触发因素的证据，因为 以及减轻触发因素的社会背景线索，以提高学生的记忆力和成就感。量化 来自SF Build I的数据表明，营造一个安全的环境可以减轻刻板印象的威胁，促进科学 功效，并增加科学认同感。因此，参与的胡学生报告有更大的追求意向 生物医学研究职业。在科幻建筑II中，包容和有效的教学和研究方法 培训将持续和传播，学生对生物医学研究的有意义的参与 员工队伍将继续得到肯定。系统的肯定将通过反陈规定型和 在课堂上进行微肯定活动，并让胡学生参与同伴指导和研究 “回馈”他们所在社区的活动。此外，关于长期结果的数据， 例如研究生院的升学和留级，将被收集和评估。SF构建方法 利用SF State的机构历史和使命，SF State是一所以本科生为主的机构， 在为胡学生从事生物医学研究职业生涯做准备方面，已在全国范围内获得突出地位。SF Build II的目标 利用SF State的成功记录来创造变革的推动者，他们将建设生物医学的能力 让所有人都受益的研究。这一目标也是加州大学旧金山分校的一个关键重点，该校通过其 医学的差异重要倡议，在SF Build I期间建立-旨在成为最多样化的， 公平、包容的国家学术医疗体系。拟议的工作意义重大，因为， 旧金山州立大学和加州大学旧金山分校共同努力，预计SF Build II将产生一个全国性的大规模模型，用于创建 为HU本科生提供协作、肯定和包容的教学和研究环境。就这样， 全国各地的胡学生将能够成功过渡到一流的研究型大学和 成为生物医学研究新的、更具包容性的方法所必需的变革推动者。

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.