Diversity Supplement Training Plan: Apollonia Pina

多样性补充培训计划：Apollonia Pina

• 批准号: 9186748
• 负责人: Lori Anderson Snyder
• 金额: $ 0.23万
• 依托单位: UNIVERSITY OF OKLAHOMA
• 依托单位国家: 美国
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-07-01 至 2016-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9186748
• 关键词: Achievement; Address; Alaska Native; American Indians; Basic Science; Behavioral; Behavioral Research; Behavioral Sciences; Biomedical Research; Career Choice; Clinical Research; Cognitive; Country; Education; Enrollment; Future; Goals; Health; Individual; Institution; Intervention; Lead; Learning; Modeling; Motivation; National Research Council; Occupations; Oklahoma; Outcome; Pathway interactions; Personal Satisfaction; Population; Positioning Attribute; Reporting; Research; Research Personnel; Science; Self Efficacy; Shapes; Student Persistence; Students; Technology; Testing; Training; Universities; base; career; cohort; contextual factors; expectation; experience; interest; social; social model; success; theories

DESCRIPTION (provided by applicant): Recent reports highlight a dramatic lack of diversity in both the clinical research (The National Research Council, 2006) and science and technology workforces (The National Research Council, 2011), with American Indian and Alaska Natives especially under-represented. Dramatic issues remain in attracting American Indian and Alaska Native students into behavioral and biomedical research careers. This project will examine factors that facilitate and impede academic perseverance and career achievement among American Indian students by tracking five cohorts of students to test a longitudinal model of Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994). Factors explored as predictors of academic and career success include personal and contextual inputs, learning experiences, self-efficacy expectations, and outcome expectations as predictors of interest in, goals set, and actions taken to achieve behavioral and biomedical research careers. The project also aims to examine differences in important factors predicting success in academic perseverance and career attainment for American Indian behavioral and biomedical science majors versus American Indian non-science majors. Finally, the project aims to examine pathways by which American Indian students enter a research-intensive institution of higher educations. These efforts are intended to provide substantial information upon which interventions can be based, to increase the participation and perseverance of American Indian students in education and job-seeking within biomedical and behavioral science research.

描述（由申请人提供）：最近的报告强调了临床研究（国家研究理事会，2006年）和科学技术工作人员（国家研究理事会，2011年）的多样性严重缺乏，美国印第安人和阿拉斯加原住民的代表性尤其不足。戏剧性的问题仍然在吸引美国印第安人和阿拉斯加原住民学生进入行为和生物医学研究职业。该项目将研究促进和阻碍美国印第安学生的学术毅力和职业成就的因素，通过跟踪五组学生来测试社会认知职业理论的纵向模型（伦特，布朗和哈克特，1994）。作为学术和职业成功的预测因素，包括个人和背景的投入，学习经验，自我效能的期望，以及作为兴趣，目标设定和采取行动来实现行为和生物医学研究事业的预测结果的期望。该项目还旨在研究预测美国印第安人行为和生物医学科学专业与美国印第安人非科学专业在学术毅力和职业成就方面取得成功的重要因素的差异。最后，该项目旨在研究美洲印第安学生进入研究密集型高等教育机构的途径。这些努力的目的是提供干预措施可以依据的大量信息，以增加美国印第安学生在生物医学和行为科学研究中的教育和求职的参与和毅力。