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

多元文化身份整合对幸福感和生物医学科学路径持久性的作用

• 批准号: 10723918
• 负责人: Kelsea Kanohokuahiwi Hosoda
• 金额: $ 10.68万
• 依托单位: UNIVERSITY OF CALIFORNIA, SAN FRANCISCO
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-07-01 至 2025-06-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10723918
• 关键词: Alaska Native; Area; Award; Behavioral; Behavioral Sciences; Cognitive; Communities; Community Integration; Data; Data Analyses; Ecosystem; Education; Engineering; Equation; Faculty; Graduate Enrollment; Institution; Intervention; Interview; Knowledge; Learning; Linear Models; Longitudinal Studies; Measures; Mediation; Mentors; Mentorship; Modeling; Native Americans; Native Hawaiian; Native-Born; Outcome; Pathway interactions; Personal Satisfaction; Persons; Phase; Policies; Population; Prejudice; Productivity; Psychological Factors; Psychology; Psychometrics; Research; Research Design; Research Personnel; Role; STEM career; Sampling; Science; Science, Technology, Engineering and Mathematics Education; Scientist; Specialist; Stereotyping; Students; Techniques; Testing; Training; Universities; Violence; Work; Writing; biomedical scientist; career; contextual factors; effective intervention; experience; falls; graduate student; improved; interest; marginalized population; non-Native; programs; psychosocial; racism; skills; social inclusion; social influence; statistics; stress reduction; theories

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.

摘要 人口统计学证据表明，原住民学生没有融入STEM专业 与大多数学生一样的速度。原住民（美洲原住民/阿拉斯加人） 原住民/夏威夷原住民）占美国人口的近1%，他们只占2,220人（0.3%）。 595，556名研究生就读于科学和工程（S & E）课程，甚至更小 百分比坚持教师生物医学职业。1这些统计数据表明，本地学者与 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， 选择离开。经过测试的理论，帮助教育工作者更好地了解独特的挑战， 作为一个本土学者的资产，以及支持本土学者坚持的有效干预措施， 生物医学职业将促进生物医学教育多样化的科学。一个共同的研究 问题是：什么时候对生物医学事业感兴趣的本土学者融入并坚持 他们的生物医学专业社区的比率等于大多数人口。大多数研究 生物医学领域的本地人一直是定性的，通常专注于刻板印象等负面属性 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 背景因素和属性的土著人，导致整合和持久性，在生物医学 专业社区。本研究的第一个目的是利用现有的数据来验证接收的措施 善良，确认生物医学专业社区社会包容的背景因素。的 第二个目标是验证职业和文化身份整合的心理社会措施， 这是一项为期2年的与土著学者的纵向研究的结论。在第三个目标中， 指导阶段将通过9个月的纵向研究扩大，在那里使用我的个人网络， 全国各地的大学本土科学和工程学生支持计划，本土生物医学 学生（N = 40），本地生物医学专业人员（N = 40），非本地生物医学学生（N = 40）和非 将比较本地生物医学专业人员（N = 40），以了解 专业和文化认同整合和接受善意对生物医学的坚持 专业社区为原住民生物医学学生。以前的研究表明，虽然原住民 人们来自不同的生态系统，有着不同的传统，土著人有着共同的 美国的政策鼓励他们，有时是暴力地，放弃他们的土著身份。这 研究试图了解土著学者如何受到影响时，他们发现自己接受 善良，以及这与他们保持一种融合身份的能力之间的关系， 生物医学科学家是和谐的。