Re-Entry Supplement for 1U01GM132372-01, Impact of Culturally Aware Mentoring Interventions on Research Mentors and Graduate Training Programs

项目概要/摘要 孤立的。估计无能。无形的。这些术语描述了历史上许多人的经历 以白人为主的研究密集型大学中代表性不足的（HU）教职员工和学生。添加到此 成为部门中“唯一”有色人种的负担太频繁了。有据可查的证据 偏见、种族成见和体制障碍常常被忽视。这种可怕的情况部分是由于所学的 可以被遗忘的行为。有效的研究指导关系可以帮助未来的科学家做好准备 从事研究事业，因此是一个成熟的干预目标。文化意识辅导（CAM） 干预使研究导师具备有效指导新兴市场所需的理解和技能 胡科学家。 CAM 课程包括预备在线模块和全天面对面课程 培训。初步数据表明，导师对文化多样性的了解和意愿有所增加 提出种族主义和刻板印象威胁等话题，并导致指导实践发生明显变化 12- 18个月后。需要进一步研究来确定 CAM 的机制和模式 最有影响力的。拟议的研究响应了研究生教师聘用包容性、 以证据为基础的指导实践，以改善 NIH 研究领域的 HU 学生的环境和 根据美国国家科学院、工程院的要求，在学术部门中创造文化转变 和医学。拟议的研究涉及两个具体目标： 目标 1：确定 CAM 导师培训干预措施对研究导师的影响（按剂量和比例） 格式。我们使用计划行为理论，重点关注有效产生的形式/剂量 指导实践和行为结果的个人变化以及观察到的变化发生的原因。混合型 方法设计使用定量方法以及定性数据来衡量态度和行为的变化 解释行为改变的潜在机制。 目标 2：确定 CAM 干预措施在具有更广泛机构影响的条件 研究生培训计划。我们使用组织学习理论来关注新知识如何引入 通过参加全日制 CAM 培训进入研究生课程，导致多样性结果发生更广泛的变化 和部门实践。案例研究和调查数据将确定为什么 CAM 干预措施能够促进项目 在某些情况下需要改变多样性和包容性，而在其他情况下则不然。 拟议研究的影响将是通过深入了解指导科学如何发展 迄今为止观察到的全天 CAM 培训带来了强烈的积极反应，以及较短的变化是否可以 同样有效，扩大其潜在影响范围。我们将首次对这个问题产生新的见解 CAM 的潜在传播会影响研究生环境，这对于不同的新兴科学家的成功至关重要。

Project Summary/Abstract Isolated. Presumed incompetent. Invisible. These terms describe the experiences of many historically underrepresented (HU) faculty and students at predominately White research-intensive universities. Add to this the too-frequent burden of being the “only” person of color in a department. The well-documented evidence of bias, racial stereotypes and institutional barriers is often ignored. This dire situation partially results from learned behaviors that can be unlearned. An effective research mentoring relationship prepares future scientists to pursue research careers, and thus is a ripe target for intervention. The Culturally Aware Mentoring (CAM) intervention equips research mentors with the understanding and skills required to effectively mentor emerging HU scientists. The CAM curriculum consists of a preparatory online module followed by a full-day, face-to-face training. Preliminary data demonstrate increases in mentors' knowledge of cultural diversity and willingness to broach topics such as racism and stereotype threat, and results in changes in mentoring practices evident 12- 18 months later. Further research is needed to determine the mechanisms and mode by which CAM may be most impactful. The proposed research responds to the pressing need for graduate faculty to employ inclusive, evidence-based mentoring practices to improve the environment for HU students in NIH research areas and create the cultural shift in academic departments called for by the National Academies of Sciences, Engineering, and Medicine. The proposed research addresses two Specific Aims: Aim 1: Determine the impact of CAM mentor training interventions on research mentors by dosage and format. We use the Theory of Planned Behavior, to focus on what formats/dosages effectively produce individual change in mentoring practice and behavioral outcomes and why observed changes occur. The mixed methods design uses quantitative methods to measure attitude and behavior change, along with qualitative data to explain the underlying mechanisms for behavioral changes. Aim 2: Identify the conditions for broader institutional impact of CAM interventions in departments with graduate training programs. We use organizational learning theory to focus on how new knowledge introduced into graduate programs via participation in full-day CAM training results in broader change in diversity outcomes and department practices. Case studies and survey data will identify why CAM interventions catalyze program change for diversity and inclusion in some contexts and not others. The impact of the proposed study will be to advance the science of mentoring by gaining deep insights into how full-day CAM training leads to strong positive responses observed to date, and whether shorter variations can be equally effective, expanding its potential reach. For the first time, we will generate new insights into the potential spread of CAM to affect graduate environments so critical to the success of diverse rising scientists.