Integrated Empirical and Translational Research to Diversify the Scientific Workforce

摘要/摘要 科学劳动力多样化的速度非常缓慢，尽管作出了努力， 在过去，成千上万的个人和来自政府和私人机构的大量金融投资 4+十年。特别是，生物医学和其他自然科学的教师多样性没有任何变化， 有意义的程度。解决这一问题的大多数研究都集中在管道的早期， 提高大学STEM专业的保留率，STEM领域的归属感，以及进入博士课程。 来自代表性不足（UR）的族裔和种族群体的学生入学取得了一定的成功， 和妇女进入生物医学博士培训。然而，这些变化并没有导致UR的任何真实的改善 或者是教师层面的性别多样性。单次、横断面调查研究对此有一些启示 这似乎是一个棘手的问题，但他们受到回忆偏见的限制，缺乏解释的能力。 个人经历的复杂性。我们的研究结合了两个研究流，旨在充分 了解生物医学科学家的经验和职业意向：1）通过大规模的，实证的 研究开始于2008年，“年轻生命科学家的国家纵向研究”，我们正在跟踪 经验和决策的生物医学博士生从博士开始的多样化群体; 2） 随着2011年开始的转化研究，“未来科学学院”，我们实施了 一项关于一种新的小组教练模式的随机对照试验，以增加不均衡的指导，并解决 青年科学家面临的孤立。两者都是前瞻性定性研究，使用年度，深入，一对一， 一个采访。我们利用多种社会科学理论对以下小组进行中期分析： 学生绝大多数人已经完成了博士学位;这是第一次，我们揭示了巨大的流动性， 培训期间的职业生涯。通过持续的采访，我们准备跟随他们进入职业生涯。 这些综合研究的范围和持续时间都是前所未有的。截至2020年1月1日，我们继续 邀请289名已经开始或仍在走向学术生涯的年轻科学家参与。本 116人（40%）是乌拉圭人，170人（59%）是妇女。对访谈数据的分析提供了新的 深入了解博士期间职业意图的复杂性。未来5年的采访将揭示如何 博士后培养过程中职业意向的变化;影响这些意向的因素;以及，首先， 时间，前瞻性的见解是什么导致成就和成功的学术生涯。的多样性 研究人群将允许在人种/种族组和性别之间进行详细比较。我们的新兴模式 从数据显示如何元素和几个社会科学理论的整合将解释较低的 来自UR群体的个人选择并坚持学术生涯的可能性。在列入 学院的参与者，我们将能够研究这种新的干预措施的长期影响，并确定 特点和方面，可以转化为学生的支持和多样性的努力。

Summary/Abstract The rate of diversification of the scientific workforce has been extraordinarily slow despite efforts of thousands of individuals and large financial investments from government and private agencies over the past 4+ decades. In particular, faculty diversity in biomedical and other natural sciences has not changed to any meaningful degree. Most research to address this problem has focused early in the pipeline, on ways to improve retention in college STEM majors, a sense of belonging in STEM fields, and entry into PhD programs. Modest success has been achieved in entry of students from underrepresented (UR) ethnic and racial groups, and women into biomedical PhD training. However, these changes have not led to any real improvement in UR or gender diversity at the faculty level. Single time, cross-sectional survey studies have shed some light on this seemingly intractable problem, but they are limited by recall bias and lack the capacity to explain the complexity of individuals’ experiences over time. Our research combines two research streams aiming to fully understand experiences and career intentions of biomedical scientists: 1) through a large-scale, empirical study beginning in 2008, “The National Longitudinal Study of Young Life Scientists,” we are following the experiences and decision-making of a diverse group of biomedical PhD students from the start of the PhD; 2) with translational research beginning in 2011, “The Academy for Future Science Faculty,” we implemented a randomized controlled trial of a novel group coaching model to augment uneven mentoring and address the isolation faced by young UR scientists. Both are prospective qualitative studies using annual, in-depth, one-on- one interviews. We have drawn on multiple social science theories for interim analyses with sub-groups of students. The great majority have completed the PhD; for the first time, we have revealed the great fluidity of career intentions during training. With continuing interviews, we are poised to follow them into their careers. The combined studies are unprecedented in their scope and duration. As of January 1, 2020, we continue to engage 289 young scientists who have begun, or are still on a path towards, an academic career. Of this number, 116 (40%) are UR individuals and 170 (59%) are women. Analysis of interview data has provided new insights into the complexity of career intentions during the PhD. The next 5 years of interviews will reveal how career intentions change during postdoctoral training; factors that influence those intentions; and, for the first time, prospective insights on what leads to achievement and success in academic careers. The diversity of the study population will allow detailed comparison across racial/ethnic groups and gender. Our emerging model from the data shows how elements and integration of several social science theories will explain the lower likelihood that individuals from UR groups will choose and persist in academic careers. With inclusion of the Academy participants, we will be able to study the long-term effects of this novel intervention and identify features and aspects that can be translated to student support and diversity efforts.