Scaling Up Culturally Affirming Pathways to Biomedical Faculty Careers for Native Scholars

项目摘要 强有力的人口统计学证据表明，土著学生没有融入STEM专业社区 与大多数学生的比例相同。而土著居民(美洲土著/阿拉斯加土著/夏威夷土著)几乎 2%的美国人口根据美国最新的人口普查，他们只占在校本科生的0.01% 在601,883名招收的理工科研究生中，有3,014名(0.5%)(S和E) 课程，坚持教师STEM职业生涯的比例更小(NSF，2017)。为什么原住民学者与 对生物医学职业的高度兴趣以相当于多数人的速度融入他们的STEM专业社区 人口？目前，关于本土STEM学者的研究大多是定性的，涉及的深度较深 采访那些坚持不懈的人。为了扩大研究范围，我们建议在有关三方的研究基础上再接再厉 社会影响的整合模式(TIMSI)(Kelman，1958,2006；Estrada等人，2011)，美国原住民文化，以及 综合认同，进行前瞻性倾向评分匹配的纵向研究，比较短、中、 和三组新兴本土生物医学学者的长期结果(N=162)。这些团体包括：(A)否 治疗对照组(从事美洲印第安人科学与工程学会的匹配土著学者 (A)社区)，(B)改良治疗组(从事A EISS社区的配对土著学者+在线 专业发展干预)，以及(C)完全治疗组(从事AISES的匹配本地学者 社区+完全的专业发展干预)。这项研究的主要目的是测试一种 在线干预--相对于对照而言，“放大”强化职业发展干预的关键方面 一群人。第二个目的是理解解释干预效果的机制。我们将评估这一程度以 哪些关键的心理-社会因素(即[i]效能、认同感和价值观[融入职业的衡量标准 社区]、[二]土著学者的职业与土著身份的融合，以及[三]对社区价值的看法 生物医学职业的负担)在群体差异和长期融入之间的关系中起中介作用 专业社区，更大的职业坚持性，以及对未来土著学者的指导率更高。这个 这项研究的假设驱动设计将提供结果，告知生物医学界有关因素和 最有可能影响和培养生物医学研究人员持续职业生涯的机制。此外， 这项研究提供了一个可推广的例子，说明如何从现有的干预措施中创造附加值(以低得多的成本 成本高于家长干预)，以满足更多学生的需求。将提供有用和有意义的调查结果 以支持和有益于生物医学教育者指导、指导或建议土著学者的形式， 大学科学培训计划，以及生物医学专业本科生的教育计划。

Project Abstract Strong demographic evidence shows that Native students are not integrating into STEM professional communities at the same rate as majority students. While Native people (Native American/Alaskan Native/Native Hawaiian) make up nearly 2% of the U.S. population according the most recent U.S. Census, they make up only about 0.01% of enrolled undergraduate students (NSF, 2014) and 3,014 (.5%) of the 601,883 enrolled graduate students in Science and Engineering (S&E) programs, with even smaller percentages persisting to faculty STEM careers (NSF, 2017). Why don't Native scholars with high interest in biomedical careers integrate into their STEM professional communities at rates equal to majority populations? At this time, most research regarding Native STEM scholars has been qualitative, involving in-depth interviews with those who persevere. To broaden the research, we propose to build on research regarding the Tripartite Integration Model of Social Influence (TIMSI) (Kelman,1958, 2006; Estrada et al., 2011), Native American culture, and integrative identity, to conduct a prospective propensity score matched longitudinal study to compare the short-, medium-, and long-term outcomes of three groups of emerging Native biomedical scholars (N=162). The groups include: (A) No Treatment Comparison group (matched Native scholars engaged in the American Indian Science and Engineering Society (AISES) community), (B) Modified Treatment group (matched Native scholars engaged in the AISES community + online professional development intervention), and (C) Full Treatment group (matched Native scholars engaged in the AISES community + complete professional development intervention). The primary aim of this study is to test the efficacy of an online intervention that “scales up” key aspects of an intensive professional development intervention relative to a control group. The second aim is to understand the mechanisms that explain the intervention effects. We will assess the degree to which key psycho-social factors (i.e., [i] efficacy, identity, and values [measures of integration into professional communities], [ii] Native scholars' professional-and-Native identity integration, and [iii] perceptions of communal value affordances in biomedical careers) mediate the relationship between the group differences and long-term integration into the professional community, greater career persistence, and higher rates of mentorship of future Native scholars. The hypothesis-driven design of this study will provide results that inform the biomedical community regarding factors and mechanisms that are most likely to influence and foster a sustained career in the biomedical research workforce. Further, this study provides a generalizable example of how to create added value from existing interventions (at significantly less cost than the parent intervention) for larger populations of students. Useful and meaningful findings will be made available in formats that are supportive and useful to biomedical educators instructing, mentoring or advising Native Scholars, university science training programs, and education programs with undergraduates in biomedical majors.