CBESS: a pipeline program to increase linguistic and geographic diversity in STEM + health

探索科学与健康问题的英语-西班牙语双语人士社区(CBESS)寻求 培养对卫生服务专业感兴趣的双语和多语种学生。CBESS还支持 通过提供资源和教育社会，与教师和管理员建立学习社区 资本。CBESS将招收西班牙语-英语双语高中生参加为期17个月的课程 包括家庭参与的职业探索、下一代科学标准、青年主导的夏季住宿 研究计划、社区推广和指导。美国民众面临着接受 高质量的医疗保健、日益扩大的健康差距以及缺乏多样化的劳动力。随着种族数量的不断增长 和社区的种族多样性，卫生专业和科学界需要不同的代表性， 技术、工程和数学(STEM)员工队伍势在必行。因此，强身健体 专业人员队伍以满足日益多样化和双语人口的需求是必不可少的。 目的1.提高西语-英语双语农村高中对STEM+健康的兴趣 学校学生通过CBESS课程。采用完全匹配的干预-对照设计， 11年级农村双语学生将体验为期17个月的CBESS课程 认知理论(SCT)。推动这一目标的假设是，提供基于SCT的严格程序 将显著提高STEM+健康自我效能感和研究人员对大学准备的认同感 与那些没有接触到该计划的人相比。 目标2：增加对高中辅导员和专业学习社区的支持 来自内华达州北部一个农村学区的管理人员。高中辅导员工作 与学生和学校管理人员一起寻找方法来帮助解决可能 影响STEM的兴趣，特别是在代表性不足的第一代双语学生中。这个 假设是，培养一支优秀的辅导员队伍将导致意识和教育的增加 在STEM和健康相关的高中生机会，研究，学习的新机会 新话题，接触到优秀的职业模特。 目标3.增加父母/监护人的大学和职业知识，并与 大学规划流程。向学生和他们的家长介绍大学规划过程是 促进学生在高等教育中取得成功势在必行。CBESS计划支持学生及其 家庭学习不同的STEM和卫生职业，大学申请程序，资金选择， 对他们的学生有积极的教育结果。推动这一目标的假设是父母 谁更有见识，更具备大学规划方面的必要资源 这一进程将以与文化相关的方式为他们的孩子提供更多的道德和家庭支持。

The Community of Bilingual English-Spanish Speakers Exploring Issues in Science and Health (CBESS) seeks to prepare bi-and multilingual students who are interested in health service professions. CBESS also supports a learning community with teachers and administrators, by providing resources and an educational social capital. CBESS will recruit Spanish- English bilingual high school students to take part in 17-month curricula to include family-engaged career exploration, Next Generation Science Standard, youth-led summer residential research program, community outreach, and mentoring. The U.S population faces challenges in receiving quality care, increase in health disparities, and the lack of a diverse workforce. With a constant growth of racial and ethnic diversity in communities, the need for diverse representation in health professions and the Science, Technology, Engineering, and Mathematics (STEM) workforce is imperative. Hence, strengthening the health professions workforce to meet the needs of an increasingly diverse and bilingual population is essential. Aim 1. Increase interest of STEM plus health among Spanish-English bilingual rural high school students through the CBESS curriculum. Using a well-match intervention-comparison design, 11th grade bi-lingual rural students will experience a 17-month CBESS curriculum is based on the Social Cognitive Theory (SCT). The hypothesis driving this aim is that providing a rigorous program based on SCT will significantly increase STEM + health self-efficacy and researcher identity for college readiness when compared to those who are not exposed to the program. Aim 2: Increase support of a professional learning community of high school counselors and administrators from a rural School District in Northern Nevada. High school counselors work alongside students, and school administrators to discover ways to help address social challenges that may impact STEM interest, especially among underrepresented, first-generation, bilingual students. The hypothesis is that training an excellent cadre of counselors will lead to an increase in awareness and education in STEM and health-related opportunities for high school students, new opportunities for research, learning new topics, and being exposed to excellent career models. Aim 3. Increase parent/guardian college and career knowledge, and engagement with the college planning process. Introducing students and their parents to the college planning process is imperative to promote student success in higher education. The CBESS program supports students and their families in learning about different STEM and health careers, the college application process, funding options, and having a positive education outcome for their students. The hypothesis driving this aim is that parents who are more knowledgeable and “equipped” with the necessary resources regarding the college planning process will provide more moral and family support to their child in a culturally relevant manner.