Overcoming the triple threat to diversity in the health science workforce: empowering the next gen.

克服健康科学劳动力多样性的三重威胁：赋予下一代权力。

• 批准号: 10506748
• 负责人: Shine Chang
• 金额: $ 37.35万
• 依托单位: UNIVERSITY OF TX MD ANDERSON CAN CTR
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-08-15 至 2027-05-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10506748
• 关键词: Academic achievement; Achievement; Address; African American population; Alaska Native; American Indians; Anxiety; Area; Awareness; Behavior; Behavioral; Belief; Biomedical Research; Black American; Career Choice; Categories; Color; Competence; Control Groups; Coping Skills; Country; Demographic Factors; Development; Educational process of instructing; Educational workshop; Environment; Expectancy; Feeling; Fostering; Fright; Funding; Goals; Grant; Growth; Health Sciences; Hispanic Populations; Hour; Institution; Intelligence; Intervention; Latino Population; Lead; Learning; Link; Measures; Mentors; Mentorship; Minority Groups; Modeling; Motivation; National Institute of General Medical Sciences; Native Hawaiian or Other Pacific Islander; Outcome; Postdoctoral Fellow; Randomized; Reporting; Research; Research Design; Research Personnel; Research Training; Resources; Science; Scientist; Self Efficacy; Shapes; Site; Student Persistence; Students; Testing; Time; Time Management; Training; Training Programs; Underrepresented Minority; Underrepresented Populations; United States National Institutes of Health; Work; active control; career; demographics; disadvantaged background; disadvantaged student; doctoral student; educational atmosphere; empowered; environmental change; expectation; experience; improved; innovation; interest; minority trainee; multilevel analysis; perceived discrimination; post intervention; psychosocial; recruit; retention rate; skills; study population; success; therapy design; tool; underrepresented minority student; virtual

Interventions to enhance the pool of underrepresented minority (URM) groups in the research workforce, including Blacks or African Americans, Hispanics or Latinos, American Indians or Alaska Natives, Native Hawaiians and other Pacific Islanders, and students from disadvantaged backgrounds are needed to sustain the training and transition into research careers for these groups. In the proposed project, we will address and mitigate three career threats for biomedical and behavioral researchers-in-training (the “Triple Threat”)— perceived discrimination, fixed ability mindset, and impostor feelings —that may harm trainees’ career motivation and retention, via interventions aimed at trainees and their mentors. A key aspect of our project is that we not only address the Triple Threat in trainees, but also address the Triple Threat in their mentors, who critically shape the environment in which the trainees learn and work. Both interventions will involve <3.5 hour synchronous and interactive virtual workshops that introduce the Triple Threat, provide example strategies that trainees/mentors can use to mitigate the Triple Threat, and have trainees/mentors adapt strategies and/or generate new strategies that they can consistently use over time. We will recruit 140 mentors (and 420 of their trainees) with the help of Site Partners from six leading institutions around the country. Trainees and mentors will be cluster randomized to either treatment (Triple Threat Intervention) or active control group, and will take measures of key variables pre- and post-intervention, and annually until funding ends. These key measures include, for trainees, their experiences of the Triple Threat, career threat coping skills, career motivation (research self-efficacy, scientist identity, expectancy beliefs, and values), and career outcomes (intentions and steps taken to pursue research paths, behaviors/products); and, for mentors, their awareness of the Triple Threat and use of specific strategies (both inclusive and supportive) to mitigate it. Using multilevel modeling, growth models, multigroup SEM, and repeated measures MANOVA, we will evaluate the effects of the two interventions on short-, medium-, and long-term outcomes, and whether the interventions have stronger effects for URM trainees. We expect to find, in line with theoretical predictions, that trainees who receive the intervention will report decreased experience of the Triple Threat, and increased coping skills, career motivation, and career outcomes, compared to trainees in the control condition; that mentors who receive the intervention will report stronger engagement in behaviors/practices to mitigate the Triple Threat than mentors in the control condition; and that trainees who receive the intervention and who also have mentors who received the intervention will experience the most positive outcomes. We also expect that the intervention may be most beneficial to URM students, as well as students from multiple URM categories. These interventions, designed to be scalable and adaptable, will be taught to be delivered by training program directors at our Site Partner institutions, enhancing intervention sustainability and dissemination over time.

采取干预措施，加强研究队伍中代表性不足的少数群体的人数， 包括黑人或非裔美国人，西班牙裔或拉丁美洲人，美洲印第安人或阿拉斯加原住民，原住民 夏威夷人和其他太平洋岛民以及来自弱势背景的学生需要维持 为这些群体提供培训并过渡到研究职业。在拟议项目中，我们将处理和 减轻生物医学和行为研究人员培训的三个职业威胁（“三重威胁”）- 感知歧视、固定能力思维和冒名顶替者的感觉--这可能会损害受训者的职业生涯 通过针对学员及其导师的干预措施，提高学员的积极性和保留率。我们项目的一个关键方面是 我们不仅要解决学员的三重威胁，还要解决他们的导师的三重威胁， 批判性地塑造受训者学习和工作的环境。两种干预措施均需<3.5小时 介绍三重威胁的同步互动虚拟研讨会，提供了 学员/导师可以用来减轻三重威胁，并让学员/导师调整策略和/或 制定他们可以随着时间的推移持续使用的新策略。我们将招募140名导师（其中420名 在来自全国六个领先机构的现场合作伙伴的帮助下，学员和导师 将被随机分组至治疗组（三重威胁干预）或活性对照组， 干预前后的关键变量测量，每年一次，直到资助结束。这些关键措施 包括，对于受训者，他们的三重威胁的经验，职业威胁应对技能，职业动机， （研究自我效能，科学家身份，期望信念和价值观），和职业成果（意图和 采取的步骤，以追求研究路径，行为/产品）;和，导师，他们的意识，三重 威胁和使用具体的战略（包括包容性和支持性），以减轻它。使用多层次建模， 增长模型，多组SEM和重复测量MANOVA，我们将评估两者的影响 对短期、中期和长期结果的干预，以及干预是否具有更强的效果 为URM的学员。我们希望发现，与理论预测一致，接受培训的学员 干预将报告减少的经验，三重威胁，并增加应对技能，职业 动机和职业成果，与对照组相比，接受 干预将报告更强的参与行为/做法，以减轻三重威胁比导师 在控制条件下;接受干预的受训者和他们的导师， 接受干预的人将获得最积极的结果。我们还预计，干预可能 最有利于URM学生，以及来自多个URM类别的学生。这些干预措施， 设计为可扩展和适应性强，将由我们现场的培训项目主管教授 伙伴机构，随着时间的推移，加强干预措施的可持续性和传播。