Studying Inclusive Mentor Networks to Diversify the Biomedical Workforce

摘要 美国无法在生物医学职业道路上实现公平的劳动力发展是很好的- 被承认并归因于学术界留住多样化学生的情况不佳。1，2国家 检查来自历史上代表性不足(HU)群体的个人在本科生中的留存情况的数据， 科学、技术、工程和数学(STEM)的研究生和教职员工水平表明 随着人们的进步，胡族和历史上代表人数过多的(Ho)群体之间的差距越来越大 用来理解和解决这一问题的一个理论模型是三方 社会影响力整合模型(TIMSI)15，16，将用于为社会包容的设计提供信息 小世界倡议(SWI)背景下的干预(SII)。SWI计划的范围提供 对HU和HO进行严格的多点、纵向、随机实验的理想环境 教职员工和学生。自2012年以来，SWI发展迅速，现已拥有151所本科院校 美国，有29个HSI，5个HBCU和2个TCU。在这种情况下，拟议研究的第一个目标是通过实验 检验假设，在HU和HO教师参与者中，SII将导致更高质量的指导 从指定的同伴导师和导师网络的短期和长期增长、导师活动、 学术生产力的提高，喜悦在工作中。第二个目标是检验SII的假设 与本科生一起，由教师在他们的教室里实施(随机分组 分配)，将导致更高程度的认同感和他们的教师导师的支持 发展更强大的导师网络，以及对生物医学领域兴趣和留存的增长。这个 第三个目标是检验这样一种假设，即融入科学界的指数将调解 两位教师的导师质量和包容性与短期和长期结果之间的关系 和学生参与者。结果将从200名生物医学教师参与者的纵向数据中得出， 对3,000名参加SWI课程的学生进行短期抽样(其中至少25%来自HU 团体)，以及长期分层随机抽样的1040名学生参与者，具有2年的心理社会 数据，为利用多层次增长曲线分析、社会网络分析和结构分析提供强大的动力 基于方程建模的中介分析，以检验扩展先前关于TIMSI的发现的假设 对于胡和胡的教职员工和学生都是如此。拟议的研究将有助于实现DPC的目标，即 通过(A)确定理论上指导的低成本和可扩展的干预措施来实现劳动力发展的科学 增加导师网络和融入体验，(B)衡量这种干预对谁最有利 影响(例如，通过HU/HO地位进行缓和)，(C)更深入地了解为什么干预可能 影响结果(即调解)；以及(D)扩大关于包容和善意对 在拓宽生物医学职业道路的背景下，教师和学生。

Abstract The United States' inability to achieve equitable workforce development in biomedical career pathways is well- recognized and has been attributed to poor retention of a diverse stream of students in academia.1,2 National data examining retention of individuals from historically underrepresented (HU) groups at the undergraduate, graduate, and faculty levels in science, technology, engineering, and mathematics (STEM) show that the disparity between the HU and historically overrepresented (HO) groups increases as people progress through these career pathways.3 One theoretical model applied to understand and address this issue is the Tripartite Integration Model of Social Influence (TIMSI)15,16, which will be used to inform the design of a Social Inclusion Intervention (SII) within the context of the Small World Initiative (SWI). The scope of the SWI program provides an ideal context in which to conduct this rigorous multisite, longitudinal, randomized experiment with HU and HO faculty and students. Having grown rapidly since 2012, SWI now includes 151 undergraduate institutions in the US, with 29 HSIs, 5 HBCUs, and 2 TCUs. In this context, the first aim of the proposed study is to experimentally test the hypothesis that among HU and HO faculty participants the SII will result in higher quality mentorship from the assigned peer mentor and short and long-term growth in mentor networks, mentorship activities, improvements in scholarly productivity, and joy in work. The second aim is to test the hypothesis that the SII with undergraduate HU and HO students, implemented by faculty in their classrooms (cluster randomly assigned), will result in a higher degree of identification with and support from their faculty mentor, the development of stronger mentor networks, as well as growth in interest and retention in biomedical fields. The third aim is to test the hypothesis that indices of integration into the scientific community will mediate the relationship between the quality of mentorship and inclusion and short- and longer-term outcomes for both faculty and student participants. Results will be derived from longitudinal data from 200 biomedical faculty participants, a short-term sample of 3,000 student participants in SWI courses (with a minimum of 25% being from HU groups), and a long-term stratified random subsample of 1040 student participants with 2 years psychosocial data, providing robust power to utilize multilevel growth curve analysis, social network analysis, and structural equation modeling based mediation analysis to test hypotheses that extend previous findings regarding TIMSI for both HU and HO faculty and students. The proposed study will contribute to the DPC goals of advancing the science of workforce development by (a) identifying a theoretically guided low cost and scalable intervention to increase mentor networks and inclusion experiences, (b) measuring for whom this intervention has the strongest impact (e.g., moderation by HU/HO status), (c) providing a deeper understanding of why an intervention may impact outcomes (i.e., mediation), and (d) extending knowledge about the effects of inclusion and kindness for faculty and students in the context of broadening biomedical career pathways.