Strengthening Pathways between Hispanic-Serving Institutions and Leadership in Addiction Science

摘要 2019年，在美国授予的187,568个博士学位中，西班牙裔/拉丁裔个人获得了8.6%的学位 尽管占美国人口的18.5%，而非洲裔美国人的毕业生获得了9.2%的 博士学位占总人口的12.5%。造成这种差异的原因之一可能是 博士培训，包括对物质使用研究人员的培训，往往发生在广大研究1(R1； 卡内基非常高的研究活动指定)机构，但大多数代表不足的少数族裔 (URM)在美国上大学的学生并不是在R1学院学习。例如，67%的 拉美裔/拉丁裔大学生在西班牙裔服务机构(HSI)就读，在美国的646所HIS中只有10人 美国被指定为R1机构。参加HSIS的学生，因为他们接触研究的机会较少 机会和在他们的同龄人网络中寻求研究生培训的人更少，可能没有 有机会展望毕业后的生活，包括研究生培训。因此，一个重要的 因此，未来的优秀学生库不会让他们进入博士培训项目 例如，界定物质使用研究人员的多样性。弥合人类免疫缺陷病毒和人类免疫缺陷病毒 研究密集型环境我们建议在二年级从HSI招收URM本科生 参加纽约大学(NYU)为期两年的项目，目标是加强研究 申请R1研究生院的能力和支持申请。招聘网站包括Mercy College和 五家分布在纽约市的HIS参加纽约市立大学麦考利荣誉 上大学。纽约大学的教职员工和导师包括来自不同种族/民族的20多名由NIDA资助的调查人员 背景。在DDIS学者中，我们的目标是培养基础科学和实施科学方面的技能 通过课程作业和研讨会研究物质使用的研究方法和知识(目标1)。DDIS 学者将在纽约大学完成面对面的研究方法周末研讨会(每月；第一学年)； 物质使用研究在线模块(~每月；第一学年)；面对面/电话会议研讨会 在纽约大学接受持续技能培训(每周一次)和仁慈学院职业发展(每两周一次) 两年制课程的课程。我们还致力于建设进行研究、完成科学研究的能力 交付成果，并通过持续的、密集的指导研究经验申请研究生院 (目标2)。在大三期间，DDIS学者将与纽约大学由NIDA资助的研究导师配对 并将整合到实验室中。在三年级和四年级之间的暑假，DDIS学者将 在纽约大学现场工作，并参与一次密集的指导研究体验。在大四的时候， 导师将支持学生的演讲、出版物和研究生培训申请。提供 支持完成科学成果的严格和持续的培训将增加竞争入围 进入了一所大学管理学院的博士课程，从而为他们的独立铺平了道路。

ABSTRACT In 2019, Hispanic/Latinx individuals were awarded 8.6% of the 187,568 doctoral degrees awarded in the US despite accounting for 18.5% of the US population, while African American graduates were awarded 9.2% of doctoral degrees despite accounting for 12.5% of the population. One reason for this disparity may be that doctoral training including training of substance use researchers tends to take place at large Research 1 (R1; Carnegie very high research activity designation) institutions, yet the majority of underrepresented minority (URM) students who attend college in the US are not doing so at an R1 institution. For example, 67% of Hispanic/Latinx college students attend Hispanic-Serving Institutions (HSIs) with only 10 of the 646 HSIs in the US designated as R1 institutions. Students who attend HSIs, because they have had less access to research opportunity and have fewer people in their peer networks who seek graduate training, may not have had the chance to envision a post-baccalaureate life that involves graduate training. As a result, a significant prospective pool of exceptional students do not make their way to doctoral training programs thereby greatly delimiting diversity among, for example, substance use researchers. To bridge the divide between HSIs and research-intensive environments we propose to recruit URM undergraduates from HSIs in their sophomore year to participate in a two year program at New York University (NYU) with the goal of strengthening research capacity and supporting application to an R1 graduate school. Recruitment sites include Mercy College and five HSIs located across NYC that participate in the City University of New York (CUNY) Macaulay Honors College. NYU faculty and mentors include over 20 NIDA-funded investigators from diverse racial/ethnic backgrounds. Among DDIS scholars, we aim to build skills in foundational and implementation science research methods and knowledge of substance use research through coursework and seminars (Aim 1). DDIS scholars will complete in-person Research Methods Weekend Workshops at NYU (monthly; academic Year 1); online modules in substance use research (~monthly; academic Year 1); in-person/teleconferenced seminars at NYU for ongoing skills training (weekly) and Mercy College for career development (biweekly) over the course of the two year program. We also aim to build capacity in conducting research, completing scientific deliverables, and applying to graduate school through a sustained, intensive mentored research experience (Aim 2). During the junior year DDIS scholars will be matched with a NIDA-funded research mentor at NYU and will become integrated into the lab. In the summer between the junior and senior year, DDIS scholars will work onsite at NYU and participate in an intensive mentored research experience. Through the senior year, mentors will support student presentations, publications, and application to graduate training. Providing rigorous and sustained training to support completion of scientific deliverables will increase competitive entry into a doctoral program at an R1 institution among URM scholars, thereby paving their path to independence.