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

扩大本土学者通往生物医学教师职业的文化肯定途径

• 批准号: 10459420
• 负责人: Mica Beth Estrada
• 金额: $ 38.13万
• 依托单位: UNIVERSITY OF CALIFORNIA, SAN FRANCISCO
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-08-04 至 2025-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10459420
• 关键词: African American; Alaska Native; American Indians; Area; Behavioral; Biomedical Research; Censuses; Communities; Control Groups; Development; Discipline; Education; Elements; Engineering; Enrollment; Faculty; Fibrinogen; Fostering; Future; Individual; Intervention; Interview; Knowledge; Latinx; Light; Lighting; Longitudinal Studies; Measures; Mediating; Mentors; Mentorship; Modeling; Native Americans; Native Hawaiian; Native-Born; Outcome; Parents; Participant; Pathway interactions; Perception; Persons; Population; Psychosocial Factor; Publications; Quasi-experiment; Research; Research Project Grants; STEM career; STEM field; Science; Scientist; Societies; Students; Technology; Testing; Time; Training Programs; Universities; career; career development; commune; comparison group; cost; cost effective; design; efficacy testing; evidence base; graduate student; higher education; improved; interest; intervention effect; longitudinal design; member; online community; online intervention; programs; prospective; psychosocial; role model; scale up; science teacher; social; social influence; social learning; success; therapy development; treatment comparison; treatment group; undergraduate student

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.

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， 与大多数学生一样。虽然土著人（美洲土著人/阿拉斯加土著人/夏威夷土著人）占近 根据最近的美国人口普查，他们占美国人口的2%，仅占入学本科生的0.01% 学生（NSF，2014年）和3,014（.5%）的601,883注册研究生在科学和工程（S&E） 程序，甚至更小的百分比坚持教师干职业（NSF，2017）。为什么土著学者 对生物医学职业的高度兴趣以与大多数人平等的速度融入他们的STEM专业社区 人口？在这个时候，大多数关于原生STEM学者的研究已经定性，涉及深入 采访那些坚持下来的人。为了扩大研究，我们建议建立在关于三方研究的基础上， 社会影响整合模型（TIMSI）（Kelman，1958，2006; Estrada et al.，2011年，美国原住民文化， 综合身份，进行前瞻性倾向评分匹配的纵向研究，比较短期，中期， 和三组新兴的本地生物医学学者（N=162）的长期结果。这些类别包括：（A）否 治疗对照组（匹配的美国印第安人科学与工程学会的土著学者 （AISES）社区），（B）改良治疗组（参与AISES社区+在线的匹配本地学者 专业发展干预）和（C）全面治疗组（从事AISES的匹配本地学者 社区+完整的专业发展干预）。本研究的主要目的是测试一种 相对于对照组，在线干预“扩大”了强化专业发展干预的关键方面 组第二个目的是了解解释干预效果的机制。我们将评估 哪些关键的心理社会因素（即，[i]效能、认同和价值观[融入专业的措施] 社区]，[ii]土著学者的专业和土著身份的整合，以及[iii]对社区价值的看法 生物医学职业中的启示）调解了群体差异与长期融入之间的关系。 专业社区，更大的职业持久性，以及未来本土学者的指导率更高。的 本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， 这些机制最有可能影响和促进生物医学研究人员的持续职业生涯。此外，本发明还 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（ 比家长干预的成本）为更多的学生群体。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工作者指导，指导或建议本地学者的形式， 大学科学培训计划和生物医学专业本科生教育计划。