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: 10662311
• 负责人: Angela Byars-Winston
• 金额: $ 45.53万
• 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/10662311
• 关键词: Address; Adoption; Affect; Area; Attitude; Awareness; Behavior; Behavioral; Behavioral Mechanisms; Belief; Biomedical Research; Case Study; Climate; Competence; Cultural Diversity; Data; Dose; Educational Curriculum; Educational Intervention; Engineering; Environment; Equity; Ethnic Origin; Ethnic Population; Evaluation; Face; Faculty; Frustration; Future; Goals; Individual; Institution; Intervention; Interview; Knowledge; 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 Populations; 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; diversity and inclusion; dosage; evidence base; experience; faculty mentor; improved; insight; learned behavior; marginalization; next generation; novel; novel strategies; people of color; programs; racial population; 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.

项目摘要/摘要 孤立。假定无能。无形的。这些术语描述了许多历史上许多人的经历 代表性不足（HU）教师和主要是白人研究密集型大学的学生。加上这个 过于频繁地成为部门中“唯一”有色人种的人。有据可查的证据 偏见，种族刻板印象和机构障碍通常被忽略。这个方向的情况部分是由学识渊博的 可以不学习的行为。有效的研究心理关系使未来的科学家做好准备 从事研究职业，因此是干预的成熟目标。具有文化意识的指导（CAM） 干预措施使研究导师具有有效的心理新兴所需的理解和技能 胡科学家。 CAM课程由在线准备模块组成，然后是全天面对面的 训练。初步数据表明，男人对文化多样性和意愿的了解增加 种族主义和刻板印象威胁等主题，并导致心理实践的变化证据12- 18个月后。需要进一步的研究来确定凸轮可能的机制和模式 最有影响力。拟议的研究回应了对研究生教职员工的紧迫需求，包括员工， 基于证据的心理实践，以改善NIH研究领域的HU学生的环境和 建立由美国国家科学学院，工程，， 和医学。拟议的研究针对两个具体目的： 目标1：通过剂量确定CAM导师培训干预措施对研究导师的影响 格式。我们使用计划的行为理论，专注于有效产生的格式/剂量 心理实践和行为结果的个人变化以及为什么观察到的变化发生。混合 方法设计使用定量方法来衡量态度和行为的改变以及定性数据 解释行为改变的基本机制。 目标2：确定凸轮干预部门在部门中的更广泛机构影响的条件 研究生培训计划。我们使用组织学习理论专注于新知识如何引入 通过参加全日凸轮培训来进入研究生课程，从而导致多样性成果的更大变化 和部门实践。案例研究和调查数据将确定CAM干预措施为何催化程序 在某些情况下而不是其他情况下，改变多样性和包容性。 拟议的研究的影响是通过深入了解如何提高心理科学 全天的CAM训练导致迄今为止观察到的强烈积极反应，以及较短的变化是否可以 同样有效，扩大其潜在影响力。我们将第一次为此产生新的见解 CAM的潜在传播会影响研究生环境对潜水员崛起的科学家的成功至关重要。