Overcoming the triple threat to diversity in the health science workforce: empowering the next gen.

促进健康相关领域多样性的研究补充资料 父项目： 1.受资助家长研究摘要 加强研究队伍中代表不足的少数群体(URM)的干预措施， 包括黑人或非裔美国人、西班牙裔或拉丁裔、美国印第安人或阿拉斯加原住民、原住民 夏威夷人和其他太平洋岛民，以及来自弱势背景的学生需要维持 为这些群体提供培训并过渡到研究职业。在拟议的项目中，我们将解决和 减轻生物医学和行为研究人员的三大职业威胁(“三重威胁”)- 感知到的歧视、固定的能力心态和冒名顶替者的情绪--这可能会损害学员的职业生涯 通过针对受训者及其导师的干预措施，激励和留住员工。我们项目的一个关键方面是 我们不仅解决学员的三重威胁，而且还解决他们导师的三重威胁，他们 严格塑造受训人员学习和工作的环境。这两种干预都需要3.5小时 介绍三重威胁的同步和交互虚拟研讨会提供了以下策略示例 学员/导师可以使用来缓解三重威胁，并让学员/导师调整策略和/或 制定他们可以随着时间的推移持续使用的新策略。我们将招聘140名导师(其中420名 学员)，并得到来自全国六家领先机构的Site Partners的帮助。实习生和导师 将被随机分为治疗组(三重威胁干预)或积极对照组，并将采取 在干预前和干预后，以及在资金结束之前每年对关键变量进行测量。这些关键措施 包括实习生的三重威胁经历、职业威胁应对技能、职业动机 (研究自我效能感、科学家身份、预期信念和价值观)和职业结果(意图和 为追求研究路径、行为/产品而采取的步骤)；以及，对于导师来说，他们对三者的认识 威胁和使用具体的战略(包括包容性和支持性)来缓解威胁。使用多层建模， 增长模型、多组扫描电子显微镜和重复测量Manova，我们将评估这两种方法的效果 干预措施对短期、中期和长期结果的影响，以及干预措施是否具有更强的效果 为UM实习生准备的。我们预计会发现，与理论预测一致的是，获得 干预将报告三重威胁的经历减少，而应对技能、职业动机、 与控制条件下的受训者相比，接受干预的导师 将报告在行为/实践中的参与度比控制中的导师更强，以缓解三重威胁 接受干预的受训者以及其导师也接受了 干预将经历最积极的结果。我们还预计，干预可能是最多的 有益于URM学生，以及来自多个URM类别的学生。这些干预措施旨在 具有可扩展性和适应性，将由我们现场合作伙伴的培训计划主管传授 随着时间的推移，加强干预的可持续性和传播。

Research Supplement to Promote Diversity in Health-Related Fields Parent Project: 1. ABSTRACT OF FUNDED PARENT RESEARCH Interventions to enhance the pool of underrepresented minority (URM) groups in the research workforce, including Blacks or African Americans, Hispanics or Latinos, American Indians or Alaska Natives, Native Hawaiians and other Pacific Islanders, and students from disadvantaged backgrounds are needed to sustain the training and transition into research careers for these groups. In the proposed project, we will address and mitigate three career threats for biomedical and behavioral researchers-in-training (the “Triple Threat”)— perceived discrimination, fixed ability mindset, and impostor feelings —that may harm trainees’ career motivation and retention, via interventions aimed at trainees and their mentors. A key aspect of our project is that we not only address the Triple Threat in trainees, but also address the Triple Threat in their mentors, who critically shape the environment in which the trainees learn and work. Both interventions will involve <3.5 hour synchronous and interactive virtual workshops that introduce the Triple Threat, provide example strategies that trainees/mentors can use to mitigate the Triple Threat, and have trainees/mentors adapt strategies and/or generate new strategies that they can consistently use over time. We will recruit 140 mentors (and 420 of their trainees) with the help of Site Partners from six leading institutions around the country. Trainees and mentors will be cluster randomized to either treatment (Triple Threat Intervention) or active control group, and will take measures of key variables pre- and post-intervention, and annually until funding ends. These key measures include, for trainees, their experiences of the Triple Threat, career threat coping skills, career motivation (research self-efficacy, scientist identity, expectancy beliefs, and values), and career outcomes (intentions and steps taken to pursue research paths, behaviors/products); and, for mentors, their awareness of the Triple Threat and use of specific strategies (both inclusive and supportive) to mitigate it. Using multilevel modeling, growth models, multigroup SEM, and repeated measures MANOVA, we will evaluate the effects of the two interventions on short-, medium-, and long-term outcomes, and whether the interventions have stronger effects for URM trainees. We expect to find, in line with theoretical predictions, that trainees who receive the intervention will report decreased experience of the Triple Threat, and increased coping skills, career motivation, and career outcomes, compared to trainees in the control condition; that mentors who receive the intervention will report stronger engagement in behaviors/practices to mitigate the Triple Threat than mentors in the control condition; and that trainees who receive the intervention and who also have mentors who received the intervention will experience the most positive outcomes. We also expect that the intervention may be most beneficial to URM students, as well as students from multiple URM categories. These interventions, designed to be scalable and adaptable, will be taught to be delivered by training program directors at our Site Partner institutions, enhancing intervention sustainability and dissemination over time.