The role of multicultural identity integration on well-being and Biomedical Science pathway persistence

摘要 人口统计学证据表明，本土学生没有融入STEM专业 社区学生的比例与多数学生相同。而土著人(美洲原住民/阿拉斯加人 土著/夏威夷原住民)占美国人口的近1%，但他们只占美国人口的2220人(0.3%) 招收了595,556名理工科(S&E)研究生，规模更小 1这些统计数据表明，土著学者具有 对STEM职业的高度兴趣并没有融入他们的专业学术社区，相反 都选择离开了。经过测试的理论，帮助教育工作者更好地理解独特的挑战和 作为本土学者的资产，以及支持本土学者坚持的有效干预 生物医学职业将推动生物医学教育多样化的科学研究。一项常见的研究 问题是：对生物医学事业感兴趣的本土学者何时才能融入并坚持 他们的生物医学专业社区的比例相当于大多数人口。最多的研究是关于 生物医学领域的原住民一直是定性的，往往专注于诸如刻板印象之类的负面属性 威胁和种族主义。相比之下，拟议中的研究侧重于积极心理学，突出了 导致生物医学整合和持久化的原住民的背景因素和属性 专业团体。这项研究的第一个目的是利用现有的数据来验证接收的衡量标准 友善，一个肯定生物医学专业社区中社会包容性的背景因素。这个 第二个目标是验证职业和文化认同融合的心理社会衡量标准，作为 这是对土著学者进行的两年纵向研究得出的结论。在第三个目标中，来自 指导阶段将通过9个月的纵向研究来扩展，其中使用我的个人网络 全国大学原生理工科学生支持计划，原生生物医学 学生(N=40)、本地生物医学专业人员(N=40)、非本地生物医学专业学生(N=40)和 将对本地生物医学专业人员(N=40)进行比较，以了解 专业和文化认同的整合与对生物医学坚持不懈的好感 面向本土生物医学学生的专业社区。之前的研究表明，虽然土著 人们来自不同的生态系统，有着不同的传统，原住民有着共同的 美国政策的经验鼓励他们放弃原住民身份，有时甚至是暴力的。这 研究试图了解当土著学者发现自己收到 善良以及这与他们拥有综合身份的能力有何关系，在这一身份中，作为原住民和作为 生物医学科学家和睦相处。

ABSTRACT 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 1% of the U.S. population, they make up only 2,220 (0.3%) of the 595,556 enrolled graduate students in Science and Engineering (S&E) programs, with even smaller percentages persisting to faculty biomedical careers.1 These statistics demonstrate that Native scholars with high interest in STEM careers are not integrating into their professional academic communities, and instead are choosing to leave. Tested theories that help educators better understand the unique challenges and assets of being a Native scholar, as well as effective interventions that support Native scholars to persist in biomedical careers would advance the science of diversifying biomedical education. A common research question is: When do Native scholars with high interest in biomedical careers integrate and persist in their biomedical professional communities at rates equal to majority populations. Most research on Natives in biomedical fields have been qualitative and often focus on negative attributes like stereotype threat and racism. In contrast, the proposed research focuses on positive psychology, highlighting the contextual factors and attributes of Natives that lead to integration and persistence in biomedical professional communities. The first aim of this study utilizes existing data to validate a measure of Receiving Kindness, a contextual factor which affirms social inclusion in biomedical professional communitie. The second aim is to validate a psychosocial measure of professional-and-cultural identity integration as part of the conclusion of a 2-year longitudinal study with Native scholars. In the third aim, the work from the mentored phase will be expanded through a 9-month longitudinal study, where using my personal network of university Native science and engineering student support programs across the nation, Native biomedical students (N=40), Native biomedical professionals (N=40), non-Native biomedical students (N=40) and non- Native biomedical professionals (N=40) will be compared to understand the relationship between professional-and-cultural identity integration and receiving kindness on persistence in biomedical professional communities for Native biomedical students. Previous research suggests that while Native people come from diverse ecosystems and have diverse traditions, Native people share in common the experience of having US policy encourage them, sometimes violently, to abandon their Native identities. This research seeks to understand how Native scholars are impacted when they find themselves receiving kindness and how this relates to their ability to hold an integrative identity in which being Native and being a biomedical scientist are in harmony.