Impact of Culturally Aware Mentoring Interventions on Research Mentors and Graduate Training Programs

文化意识指导干预对研究导师和研究生培训项目的影响

• 批准号: 9980440
• 负责人: Angela Byars-Winston
• 金额: $ 65.86万
• 依托单位: UNIVERSITY OF WISCONSIN-MADISON
• 依托单位国家: 美国
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-07-18 至 2024-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9980440
• 关键词: Address; Adoption; Affect; Area; Attitude; Awareness; Behavior; Behavioral; Behavioral Mechanisms; Belief; Biomedical Research; Case Study; Climate; Color; Competence; Cultural Diversity; Data; Dose; Educational Curriculum; Educational Intervention; Engineering; Environment; Ethnic group; Evaluation; Face; Faculty; Future; Goals; Individual; Intervention; Interview; Knowledge; Lead; Learning; Measurable; Measures; Medicine; Mentors; Methods; Motivation; Organizational Change; Outcome; Persons; Planning Theory; Positioning Attribute; Psychological Factors; Public Health; Race; Randomized; Research; Research Design; Science; Scientific Advances and Accomplishments; Scientist; Source; Stereotyping; Students; Surveys; Teacher Professional Development; Time; Training; Training Programs; Underrepresented Groups; Underrepresented Students; United States National Academy of Sciences; United States National Institutes of Health; Universities; Variant; Waiting Lists; behavior change; behavioral outcome; biomedical scientist; career; climate change; comparison group; design; dosage; evidence base; experience; faculty mentor; improved; insight; learned behavior; next generation; novel; novel strategies; programs; racial and ethnic; racism; response; skills; social; social factors; stressor; success; theories; willingness

Project Summary/Abstract Isolated. Presumed incompetent. Invisible. These terms describe the experiences of many historically underrepresented (HU) faculty and students at predominantly 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.

项目总结/摘要 与世隔绝。被认为无能。隐形的这些术语描述了历史上许多人的经历 在以白色为主的研究密集型大学中，添加到此 作为一个部门中“唯一”有色人种的负担太频繁了。有充分证据表明 偏见、种族陈规定型观念和体制障碍往往被忽视。这种可怕的局面部分是由于 这些行为是可以忘记的。有效的研究指导关系使未来的科学家能够 从事研究事业，因此是一个成熟的干预目标。文化意识指导（CAM） 干预使研究导师具备有效指导新兴研究所需的理解和技能。 胡科学家。CAM课程包括一个预备在线模块，然后是一个全天的面对面 训练初步数据表明，导师对文化多样性的了解有所增加， 提出种族主义和陈规定型观念威胁等主题，并导致辅导做法发生明显变化12- 18个月后。需要进一步的研究来确定CAM可能的机制和模式。 最有影响力的拟议的研究回应了研究生教师雇用包容性， 以证据为基础的指导实践，以改善在NIH研究领域的HU学生的环境， 创建由美国国家科学院，工程院， 和医药拟议的研究涉及两个具体目标： 目的1：确定CAM导师培训干预措施对研究导师的影响， 格式.我们使用计划行为理论，专注于有效生产的格式/剂量 指导实践和行为结果中的个体变化以及观察到的变化发生的原因。混合 方法设计使用定量方法来测量态度和行为的变化，沿着定性数据 来解释行为改变的潜在机制 目标2：确定条件，以便在有以下情况的部门扩大补充和行政干预的机构影响： 毕业生培训计划。我们使用组织学习理论来关注新知识是如何引入的 通过参加全天CAM培训，进入研究生课程，从而在多样性成果方面产生更广泛的变化 部门的做法。案例研究和调查数据将确定为什么CAM干预促进计划 在某些情况下为多样性和包容性而改变，而在另一些情况下则不然。 拟议研究的影响将是通过深入了解如何促进指导科学 全天CAM培训导致迄今为止观察到的强烈的积极反应，以及较短的变化是否可以 同样有效，扩大其潜在影响范围。第一次，我们将产生新的见解 CAM的潜在传播影响研究生环境，对不同的新兴科学家的成功至关重要。