PIPES: Possibilities in Postsecondary Education and Science among rural Appalachian youth

PIPES：阿巴拉契亚农村青年接受高等教育和科学的可能性

• 批准号: 9213401
• 负责人: Melinda Miller Gibbons
• 金额: $ 19.25万
• 依托单位: UNIVERSITY OF TENNESSEE KNOXVILLE
• 依托单位国家: 美国
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-05-13 至 2020-02-29
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9213401
• 关键词: Address; Adult; Appalachian Region; Area; Bachelor' s Degree; Back; Behavioral Research; Belief; Biomedical Research; Clinical Research; Cognitive; Communities; Complex; Coupled; Discipline; Disease; Economics; Education; Educational Status; Engineering; Equilibrium; Exhibits; Exposure to; Face; Failure; Fright; Funding; Future; Goals; Growth; Health; Healthcare; High School Student; Hylobates Genus; Immersion Investigative Technique; Incidence; Income; Industry; Intervention; Intervention Studies; Learning; Life; Life Style; Link; Longevity; Low income; Mathematics; Medical; Medically Underserved Area; Mentors; Minority; Modeling; Nature; Outcome; Population; Poverty; Professional counselor; Public Health; Public Health Education; Recruitment Activity; Research; Research Personnel; Resources; Role; Rural; Schools; Science; Scientist; Secondary Schools; Self Efficacy; Services; Societies; Students; Support System; System; Teacher Professional Development; Technology; Tennessee; Training Activity; Trust; Unemployment; Workforce Development; Youth; base; career; college; combat; community partnership; cost; design; education research; educational atmosphere; evidence base; expectation; experience; hands on research; health care availability; health care disparity; health disparity; high school; higher education; innovation; interest; multi-component intervention; prevent; public health relevance; role model; skills; social; success; therapy design; tool; undergraduate student; web site

 DESCRIPTION (provided by applicant): Rural Appalachia is a medically underserved area whose residents experience significant healthcare disparities. Because of the insular nature of rural Appalachian communities, change from within is particularly important. Thus, attracting residents from these areas to the biomedical, behavioral, and clinical research workforce may be essential for reducing the critical health disparities in the region. However, the low income, high unemployment, and substandard health care that epitomize rural Appalachia evolve in part from a fundamentally devalued educational system. Studies show that students in these reduced-income rural schools have lower educational aspirations and are less likely to consider college as a viable option due to the contextual barriers they face, including limited economic resources, few role models with postsecondary education, a lack of active parental support, and a fear of 'fitting in' to the college lifestyle. However, studies also indicate that these same students possess a fiercely independent nature that would serve as a critical asset for achieving success in higher learning pursuits, and that strong cultural links would promote 'giving back' to their community's needs. Thus, rural Appalachian students possess the skills and capacities to succeed in a postsecondary educational environment if they could effectively confront and eliminate the perceived barriers preventing them from doing so. Our long range goal in this effort is to develop efficacious interventions that both reduce these contextual barriers (via mentoring and support) and increase interest in (via direct exposure to research and career options) pipeline science, technology, engineering, mathematics, and medical science (STEMM) majors among Appalachian youth. Our objective is to determine the extent to which such a multifaceted intervention strategy leads to increased intentions to pursue an undergraduate STEMM degree. Our hypothesis is that students who experience such interventions will show increases in important intrapersonal social-cognitive factors and in their intentions to pursue a postsecondary degree than students not exposed to such interventions. Our specific aims are to 1) understand the role of barriers to and support for higher education in Appalachian high school students' interest in pursuing STEMM-related undergraduate degrees, and 2) to develop sustainable interventions that decrease barriers to and increase support for higher education and that increase STEMM-related self- efficacy and interest. Achieving these aims will provide concrete tools for schools across rural Appalachia to use to increase the number of their students equipped with the skillsets required to join our State's high-growth biomedical and clinical research industry workforce.

 描述（由申请人提供）：农村阿巴拉契亚是一个医疗服务不足的地区，其居民经历显着的医疗差距。由于阿巴拉契亚农村社区的孤立性，从内部改变尤为重要。因此，吸引这些地区的居民加入生物医学、行为学和临床研究队伍，对于减少该地区严重的健康差距至关重要。然而，作为阿巴拉契亚农村的缩影，低收入、高失业率和不合格的医疗保健在一定程度上是从根本上贬值的教育体系演变而来的。研究表明，这些收入较低的农村学校的学生有较低的教育愿望，不太可能考虑大学作为一个可行的选择，由于他们面临的背景障碍，包括有限的经济资源，很少有榜样与中学后教育，缺乏积极的父母支持，并担心“适应”的大学生活方式。然而，研究也表明，这些学生拥有强烈的独立性，这将成为在高等教育追求中取得成功的关键资产，而强大的文化联系将促进“回馈”他们社区的需求。因此，农村阿巴拉契亚学生拥有的技能和能力，在中学后教育环境中取得成功，如果他们能够有效地面对和消除阻碍他们这样做的障碍。我们在这项工作中的长期目标是制定有效的干预措施，既减少这些背景障碍（通过指导和支持），又增加对（通过直接接触研究和职业选择）管道科学，技术，工程，数学和医学科学（STEMM）的兴趣。我们的目标是确定这种多方面的干预策略在多大程度上导致追求本科STEMM学位的意愿增加。我们的假设是，经历过这种干预的学生将显示出重要的个人内部社会认知因素的增加，并在他们的意图追求大专学位比学生没有接触到这种干预。我们的具体目标是：1）了解障碍和支持高等教育在阿巴拉契亚高中学生追求STEM相关本科学位的兴趣中的作用，2）制定可持续的干预措施，减少障碍，增加对高等教育的支持，并提高STEM相关的自我效能和兴趣。实现这些目标将为阿巴拉契亚农村地区的学校提供具体的工具，以增加具备加入该州高增长的生物医学和临床研究行业劳动力所需技能的学生人数。