What Matters In Mentoring? Effect Of Mentor Cultural Awareness On Mentee Outcomes

描述（由申请人提供）：有效的研究指导关系是准备下一代科学家和卫生专业人员追求或帮助做出关于追求科学，技术，工程，数学和医学（STEMM）研究事业的明智决定的关键因素。然而，很少有人知道这种关系中的具体因素如何影响学员在研究中的学术和职业追求。经验证据表明，性别，种族和民族的文化多样性因素影响本科研究学员的看法，他们的指导经验，但是，研究如何在研究指导关系的文化多样性因素的运作，并影响学员几乎是不存在的。为了推进培训干预措施，建立研究导师的能力，有效地指导文化多样性的研究学员，有必要了解导师文化多样性意识（CDA）对学员的学术和职业成果的影响。拟议的研究通过以下三个具体目标来解决这一关键需求：目标1将确定导师和学员如何定义导师CDA和导师对研究指导关系中文化多样性（CDR）相关性的态度。目标#2将识别 导师文化多样性意识与学员研究相关的自我认知和积极成果之间的关系（即，打算进入STEMM研究生培训或STEMM职业）。目标#3将通过随机对照试验（RCT）调查导师CDR态度如何影响他们对培训的反应，以提高他们的CDA，以及培训是否影响1）学员对导师有效性的评级和2）导师-学员对学员研究技能/职业知识的评级的一致性。本建议的预期成果是：1）一套指导者文化多样性意识（CDA）的指标和描述符以及指导者CDR态度的衡量标准; 2）经验证的指导者CDA和CDR态度的衡量标准，可用于指导者自我评估和测试CDA培训的有效性; 3）加强指导者CDA的干预措施; 4）一个经过测试的研究指导关系模型，包括CDA。该建议具有创新性，因为它：1）关注研究指导关系中的文化多样性因素; 2）以职业发展和文化能力的研究和理论为指导; 3）采用混合方法的方法来制定指导者CDA和指导者CDR态度的指标和评估工具;以及4）分析了在研究指导关系中指导者-学员对关键要素的看法之间保持一致的重要性。该研究具有重要意义，因为它将：1）阐明研究指导关系的两个未充分研究的方面-CDA的作用和指导者与学员之间的关系中的看法一致的重要性; 2）经验性地确定导师的CDA与学员自我看法和积极成果的相关性; 3）开发和验证评估导师CDA和CDR态度的措施;和4）产生一个RCT测试的干预措施，以改善导师CDA。

DESCRIPTION (provided by applicant): An effective research mentoring relationship is a key element in preparing the next generation of scientists and health professionals to pursue or help make informed decisions about pursuing research careers in science, technology, engineering, mathematics, and medicine (STEMM). Yet, little is known about how specific factors in this relationship affect mentees' academic and career pursuits in research. Empirical evidence indicates that the cultural diversity factors of gender, race, and ethnicity affect undergraduate research mentees' perception of their mentoring experience, however, research on how cultural diversity factors operate in the research mentoring relationship and affect mentees is virtually non-existent. To advance training interventions that build the capacity of research mentors to effectively mentor culturally diverse research mentees, it is necessary to understand the impact of mentor cultural diversity awareness (CDA) on mentee academic and career outcomes. The proposed research addresses this critical need through the following three Specific Aims: Aim #1 will determine how mentors and mentees define mentor CDA and mentors' attitudes about the relevance of cultural diversity (CDR) in research mentoring relationships. Aim #2 will identify relationships between mentor cultural diversity awareness and mentee research-related self-perceptions and positive outcomes (i.e., intent to enter STEMM graduate training or a STEMM career). Aim #3 will investigate, via a randomized controlled trial (RCT), how mentor CDR attitudes affect their response to a training to increase their CDA and whether that training affects 1) mentees' ratings of mentor effectiveness and 2) alignment of mentor-mentee ratings of mentees' research skills/career knowledge. Expected outcomes from this proposal are: 1) a set of indicators and descriptors of mentor cultural diversity awareness (CDA) and a measure of mentor CDR attitudes; 2) validated measures of mentor CDA and CDR attitudes that can be used for mentor self-assessment and to test the effectiveness of CDA training; 3) an intervention to enhance mentor CDA, and; 4) a tested model of research mentoring relationships that includes CDA. This proposal is innovative because it: 1) focuses on cultural diversity factors within research mentoring relationships; 2) is guided by research and theory on career development and cultural competence; 3) employs a mixed-methods approach to develop indicators of and assessment instruments for mentor CDA and mentor CDR attitudes; and 4) analyzes the importance of alignment between mentor-mentee perceptions of critical elements in the research mentoring relationship. The proposed research is significant because it will: 1) shed light on two understudied aspects of research mentoring relationships - the role of CDA and the importance of alignment between mentor and mentee perceptions in the relationship; 2) empirically identify the relevance of mentors' CDA to mentee self-perceptions and positive outcomes; 3) develop and validate measures to assess mentor CDA and CDR attitudes; and 4) produce an RCT-tested intervention to improve mentor CDA.