CBESS: a pipeline program to increase linguistic and geographic diversity in STEM + health

英语-西班牙语双语者社区探索科学与健康问题（CBESS）寻求 为对卫生服务专业感兴趣的双语和多语学生做好准备。CBESS还支持 通过提供资源和教育社会， 资本CBESS将招募西班牙语-英语双语高中生参加17个月的课程 包括家庭参与的职业探索，下一代科学标准，青年主导的夏季住宅 研究计划、社区外展和指导。美国人口面临着接受 高质量的保健、健康差距的扩大以及缺乏多样化的劳动力。随着种族的不断增长， 社区中的种族多样性，卫生专业和科学中多样化代表的必要性， 技术，工程和数学（STEM）劳动力是必不可少的。因此，加强健康 专业劳动力，以满足日益多样化和双语人口的需求是必不可少的。 目标1.提高西班牙语-英语双语农村高中对STEM加健康的兴趣 学校学生通过CBESS课程。使用匹配良好的干预-比较设计， 11年级的双语农村学生将体验17个月的CBESS课程是基于社会 认知理论（SCT）。推动这一目标的假设是，提供一个基于SCT的严格计划， 将显着提高STEM +健康自我效能感和研究人员身份，为大学做好准备， 与那些没有接触到该计划的人相比。 目标2：增加对高中辅导员专业学习社区的支持， 来自北方内华达州一个乡村学区的管理人员。高中辅导员工作 与学生和学校管理人员一起，探索如何帮助解决可能 影响STEM兴趣，特别是在代表性不足的第一代双语学生中。的 一种假设是，培养一支优秀的辅导员队伍将导致提高认识和教育 为高中生提供STEM和健康相关的机会，研究，学习的新机会 新的话题，并接触到优秀的职业模式。 目标3.增加父母/监护人的大学和职业知识，并与 大学规划过程介绍学生和他们的父母到大学规划过程是 必须促进学生在高等教育中取得成功。CBESS计划支持学生及其 家庭了解不同的STEM和健康职业，大学申请过程，资金选择， 并为学生提供积极的教育成果。推动这一目标的假设是，父母 谁是更有知识和“装备”的必要资源有关的大学规划 这一过程将以文化上相关的方式为他们的孩子提供更多的道德和家庭支持。

The Community of Bilingual English-Spanish Speakers Exploring Issues in Science and Health (CBESS) seeks to prepare bi-and multilingual students who are interested in health service professions. CBESS also supports a learning community with teachers and administrators, by providing resources and an educational social capital. CBESS will recruit Spanish- English bilingual high school students to take part in 17-month curricula to include family-engaged career exploration, Next Generation Science Standard, youth-led summer residential research program, community outreach, and mentoring. The U.S population faces challenges in receiving quality care, increase in health disparities, and the lack of a diverse workforce. With a constant growth of racial and ethnic diversity in communities, the need for diverse representation in health professions and the Science, Technology, Engineering, and Mathematics (STEM) workforce is imperative. Hence, strengthening the health professions workforce to meet the needs of an increasingly diverse and bilingual population is essential. Aim 1. Increase interest of STEM plus health among Spanish-English bilingual rural high school students through the CBESS curriculum. Using a well-match intervention-comparison design, 11th grade bi-lingual rural students will experience a 17-month CBESS curriculum is based on the Social Cognitive Theory (SCT). The hypothesis driving this aim is that providing a rigorous program based on SCT will significantly increase STEM + health self-efficacy and researcher identity for college readiness when compared to those who are not exposed to the program. Aim 2: Increase support of a professional learning community of high school counselors and administrators from a rural School District in Northern Nevada. High school counselors work alongside students, and school administrators to discover ways to help address social challenges that may impact STEM interest, especially among underrepresented, first-generation, bilingual students. The hypothesis is that training an excellent cadre of counselors will lead to an increase in awareness and education in STEM and health-related opportunities for high school students, new opportunities for research, learning new topics, and being exposed to excellent career models. Aim 3. Increase parent/guardian college and career knowledge, and engagement with the college planning process. Introducing students and their parents to the college planning process is imperative to promote student success in higher education. The CBESS program supports students and their families in learning about different STEM and health careers, the college application process, funding options, and having a positive education outcome for their students. The hypothesis driving this aim is that parents who are more knowledgeable and “equipped” with the necessary resources regarding the college planning process will provide more moral and family support to their child in a culturally relevant manner.