Strengthening Pathways between Hispanic-Serving Institutions and Leadership in Addiction Science

加强拉美裔服务机构与成瘾科学领导力之间的途径

• 批准号: 10372633
• 负责人: Maria Rabia Khan
• 金额: $ 24.41万
• 依托单位: NEW YORK UNIVERSITY SCHOOL OF MEDICINE
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-08-01 至 2027-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10372633
• 关键词: Accounting; Address; African American; African American student; Alaska Native; Area; Award; Bachelor' s Degree; Biometry; Black race; Cities; Clinical Trials Network; Color; Comparative Effectiveness Research; Complement; County; Discipline; Doctor of Philosophy; Doctor' s Degree; Drug Addiction; Drug usage; Educational Status; Educational workshop; Enrollment; Ensure; Environment; Epidemiology; Faculty; First Generation College Students; Foundations; Funding; Funding Mechanisms; Goals; HIV; Health; Hispanic; Hispanic-serving Institution; Institution; Island; Knowledge; Latinx; Latinx population; Lead; Leadership; Life; Medical; Medicine; Mentors; Methods; Movement; National Institute of Drug Abuse; Native Hawaiian or Other Pacific Islander; New York; Opioid; Pathway interactions; Persons; Policies; Population; Postdoctoral Fellow; Prevention Research; Public Health; Publications; Research; Research Activity; Research Methodology; Research Personnel; Research Training; Schools; Science; Scientist; Secure; Site; Social Work; Students; Substance Addiction; Substance abuse problem; System; Teleconferences; Training; Training Programs; Underrepresented Minority; United States National Institutes of Health; Universities; Work; addiction; aged; base; career; career development; college; design; education research; experience; faculty mentor; falls; higher education; implementation research; implementation science; innovation; medical schools; meetings; minority undergraduate; next generation; peer networks; population health; programs; prospective; racial and ethnic; racial diversity; ranpirnase; recruit; skills; skills training; substance use; substance use treatment; suburb; treatment research; undergraduate student; underrepresented minority student; university student

ABSTRACT In 2019, Hispanic/Latinx individuals were awarded 8.6% of the 187,568 doctoral degrees awarded in the US despite accounting for 18.5% of the US population, while African American graduates were awarded 9.2% of doctoral degrees despite accounting for 12.5% of the population. One reason for this disparity may be that doctoral training including training of substance use researchers tends to take place at large Research 1 (R1; Carnegie very high research activity designation) institutions, yet the majority of underrepresented minority (URM) students who attend college in the US are not doing so at an R1 institution. For example, 67% of Hispanic/Latinx college students attend Hispanic-Serving Institutions (HSIs) with only 10 of the 646 HSIs in the US designated as R1 institutions. Students who attend HSIs, because they have had less access to research opportunity and have fewer people in their peer networks who seek graduate training, may not have had the chance to envision a post-baccalaureate life that involves graduate training. As a result, a significant prospective pool of exceptional students do not make their way to doctoral training programs thereby greatly delimiting diversity among, for example, substance use researchers. To bridge the divide between HSIs and research-intensive environments we propose to recruit URM undergraduates from HSIs in their sophomore year to participate in a two year program at New York University (NYU) with the goal of strengthening research capacity and supporting application to an R1 graduate school. Recruitment sites include Mercy College and five HSIs located across NYC that participate in the City University of New York (CUNY) Macaulay Honors College. NYU faculty and mentors include over 20 NIDA-funded investigators from diverse racial/ethnic backgrounds. Among DDIS scholars, we aim to build skills in foundational and implementation science research methods and knowledge of substance use research through coursework and seminars (Aim 1). DDIS scholars will complete in-person Research Methods Weekend Workshops at NYU (monthly; academic Year 1); online modules in substance use research (~monthly; academic Year 1); in-person/teleconferenced seminars at NYU for ongoing skills training (weekly) and Mercy College for career development (biweekly) over the course of the two year program. We also aim to build capacity in conducting research, completing scientific deliverables, and applying to graduate school through a sustained, intensive mentored research experience (Aim 2). During the junior year DDIS scholars will be matched with a NIDA-funded research mentor at NYU and will become integrated into the lab. In the summer between the junior and senior year, DDIS scholars will work onsite at NYU and participate in an intensive mentored research experience. Through the senior year, mentors will support student presentations, publications, and application to graduate training. Providing rigorous and sustained training to support completion of scientific deliverables will increase competitive entry into a doctoral program at an R1 institution among URM scholars, thereby paving their path to independence.

抽象的 2019年，西班牙裔/拉丁裔个人获得了美国授予的187,568个博士学位的8.6％ 尽管占美国人口的18.5％，但非裔美国人毕业生获得了9.2％的授予 博士学位尽管占人口的12.5％。这种差异的原因之一可能是 博士培训在内，包括对药物使用的培训研究人员倾向于在大型研究1（R1； 卡内基非常高的研究活动名称）机构，但大多数代表性不足的少数民族 （URM）在美国上大学的学生没有在R1机构上这样做。例如，67％ 西班牙裔/拉丁裔大学的学生参加西班牙裔服务机构（HSIS），只有646个HSI中的10个 美国被指定为R1机构。参加HSI的学生，因为他们的研究机会较少 机会，在寻求研究生培训的同伴网络中的人很少，可能没有 有机会设想涉及研究生培训的后王位生活。结果，一个重要的 前瞻性杰出学生没有进入博士培训课程的方式 在例如药物使用研究人员中划定多样性。桥接HSI和 我们建议的研究密集型环境是为了招募大二学生HSIS的URM本科生 参加纽约大学（NYU）为期两年课程的年份，目的是加强研究 能力和支持R1研究生院的申请。招聘网站包括Mercy College和 位于纽约市的五个HSIS参加纽约城市大学（CUNY）MACAULAY荣誉 大学。纽约大学教师和导师包括来自不同种族/族裔的20多名NIDA资助的调查员 背景。在DDIS学者中，我们旨在建立基础和实施科学的技能 通过课程和研讨会的研究方法和物质使用研究知识（AIM 1）。 DDIS 学者将在纽约大学完成面对面研究方法（每月；学年1）； 物质使用研究中的在线模块（〜月度；学年1）；亲自/电信研讨会 在纽约大学进行持续的技能培训（每周）和仁慈学院的职业发展学院（每两周一次） 两年计划的课程。我们还旨在建立研究能力，完成科学 可交付成果，并通过持续，密集的指导研究经验申请研究生院 （目标2）。在大三期间，DDIS学者将与NYU的NIDA资助的研究导师匹配 并将融入实验室。在大三和大三之间的夏天，DDIS学者将 在纽约大学现场工作，并参与密集的研究经验。在高中， 导师将支持学生的演讲，出版物和应用程序来研究生培训。提供 严格和持续的培训以支持完成科学可交付成果将增加竞争性进入 在URM学者中的R1机构的一项博士课程中，从而铺平了他们的独立道路。