Intersection of Social Capital, Mentorship and Networking on Persistence, Engagement and Science Identity

项目摘要 有效的指导对于提高来自不同背景的学员的成功至关重要，包括 从生物医学科学中代表性不足(UR)的群体，从本科生到新的专业人员。这个 这项建议的首要目标是测试：1)预先存在的社会和背景因素的影响 不同背景本科生参与生物医学工作的探讨2)测试 辅导/网络干预，主要是在一年级和二年级，是否会影响 不同背景的学生对科学认同的坚持、参与和发展。我们的 计划将重点放在一组地理上分布有不同个人的HBCU上-以及 邻里层面的社会经济因素。根据历史数据和背景，我们假设 不同学生之间先前存在的社会和背景资本因素中介了坚持性、参与性 以及学生作为个人和作为一个群体的总体成功率。这一假设将在以下内容中得到验证 具体目标：具体目标1：通过辅导和网络确定积极干预的效果 学生参与度与成功性--大学一年级学生干预后的即刻效应和远期效应 二年级和更高水平的学生。具体目标2：确定个人和背景因素在 一年级、二年级和更高水平学生的参与度和成功程度。具体目标3：确定 大学新生干预后的即刻敬业度和成功性是否在主动性的影响中起中介作用 通过辅导和网络对学生在二年级时的远端参与和成功进行干预 和更高的层次。该项目依赖于随机选择和分配的混合实验设计 积极干预(测试)组和对照干预(控制)组的参与者。测试前/测试后数据将为 在参与的每个周期收集信息，并持续监测参与干预活动的情况。 小组之间的差异将通过使用少量类似的机构来最小化， 从每个机构中抽取治疗组和对照组，并检查不同 情境因素，包括社会资本对群体差异的影响。我们的测试组将是一年级的学生 参与NRMN的辅导和网络计划，并在 通过近距离同行指导、同行指导、被辅导者培训和指导，建立了一个机构。对照组将 作为新生参加NRMN的辅导和网络计划，但不活跃 干预。比较组将是所有没有参加NRMN(机构数据)的大一新生。 我们预期的干预结果是提高测试的持久性、参与性和科学认同感 集团成功地过渡到下一个职业阶段。我们的结果衡量标准与 DPC是成功的标志。根据参与机构的基线数据，我们将设定一个预期的 为我们的结果设定目标。我们的研究结果将导致一个预测性模型，该模型可以转化为 AA学生在其他HBCU和多数院校的坚持性和职业转变。

Project Summary Effective mentorship is essential to improving the success of trainees from diverse backgrounds, including those from under-represented (UR) groups in the biomedical sciences, from undergraduates to new professionals. The overarching objectives of this proposal are to test: 1) the effects of pre-existing social and contextual factors on participation of undergraduate students from diverse backgrounds in biomedical workforce, 2) test whether mentoring/networking intervention, mainly in freshmen and sophomore years, influence the persistence, engagement, and development of science identity of students from diverse backgrounds. Our proposal will focus on a set of HBCUs that are geographically distributed with different individual- and neighborhood- level socioeconomic factors. Based on historical data and background, we hypothesize that the preexisting social and contextual capital factors among diverse students mediates the persistence, engagement and overall success rate of students as an individual and as a group. This hypothesis will be tested in following specific aims: Specific aim 1: Determine the effects of active intervention through mentoring and networking on engagement and success of students – immediate post-intervention effects for freshmen and distal effects for sophomore and higher-level students. Specific aim 2: Determine the role personal and contextual factors play in the engagement and success of freshmen and sophomore and higher-level students. Specific aim 3: Determine whether the immediate post-intervention engagement and success of freshmen mediate the effect of active intervention through mentoring and networking on distal engagement and success of the students as sophomores and higher-level. This project relies on a mixed experimental design with random selection and assignment of participants to Active Intervention (test) and Control Intervention (control) groups. Pre-/Post-test data will be gathered in each cycle of participation, with ongoing monitoring of engagement with the intervention activities. Differences between groups will be minimized through the use of a small number of similar institutions, drawing both treatment and control groups from each institution, as well as examining the effect of various contextual factors, including social capital on group differences. Our test group will be freshmen who will participate in the mentoring and networking programs of NRMN, and in addition get active intervention at the institution through near-peer mentoring, peer mentoring, mentee training and coaching. The control group will be freshmen who participate in mentoring and networking programs of NRMN, but do not get active intervention. The comparison group will be all freshmen who did not participate in NRMN (institutional data). Our expected outcome of the interventions is increased persistence, engagement and science identity of the test group resulting in the successful transition to the next career stage. Our outcome measures are consistent with the DPC Hallmarks of Success. Based on baseline data from participating institutions, we will set an expected target for our outcomes. Outcomes from our studies will lead to a predictive model that can be translated to persistence and career transition of AA students in other HBCUs and majority institutions.