Undergraduate Enrichment Experiences to Support Biomedical Careers: An Investigation of UnderlyingPsychological Mechanisms

项目摘要 许多学生怀着学习科学的兴趣进入大学。然而，在进入几所大学后- 除了理科课程，许多人还选择了其他专业。这种现象被称为“漏水管道”。 加剧了人们对生物医学劳动力短缺的担忧，特别是在女性中， 代表不足的少数族裔(URM)和第一代(FG)大学生。研究表明，早期 本科生的研究经验和丰富的课程机会可以鼓励他们追求 生物医学研究职业。然而，我们仍然对造成这种情况的根本原因知之甚少 这些项目都很成功。要告知旨在修复这条泄漏管道的干预措施，关键是要确定 与流失和保留相关的心理过程的变化，并研究我们如何 应用这些过程的知识来支持对生物医学职业的追求。此续期申请 利用并补充在原始资助期内收集的数据，以调查各种类型的 本科生丰富的经历支持了对生物医学研究职业的追求，并 找出这种支持背后的心理过程。具体目标：(1)检查多早 本科生丰富的经历支持了最初(大二结束)对生物医学的投入 通过潜在心理过程的变化(科学自我效能感、兴趣/价值、认同感、 和成就目标)，(2)检查本科生充实的类型、时机和剂量 经验支持持续(大学毕业后两年)对生物医学科学的投入 潜在心理过程的变化。对于这两个目标，这些经历的影响的差异 在女性中，将对URM和FG进行调查。杜克大学的四名学生来自原著 格兰特将继续接受从他们大学第一年到毕业两年的纵向调查 (第一批是两年前从大学毕业的，最后一批是目前的大学三年级学生)。在 目前的申请，这些数据将补充：(A)增加~350个对照组杜克大学学生到 来自杜克大学的原始纵向样本，(B)增加了一个新的密歇根州立大学学生队列 谁将被跟踪从他们的第一年到毕业后一年，和(C)增加一个定性的 通过对约80名参与者的深入访谈，构成了这一部分。结果将是一个大型的、相对多样化的数据集 (n=2,293；~59%女性；~21%URM；~19%FG)，并采取了详细的心理和行为措施 每年6年，辅以定性访谈。影响：这种富有纵向、多元的方法 数据集将提供对大学生丰富经历类型的关键见解，这些经历将鼓励 坚持生物医学科学，特别是在妇女、URM和FGs中，因此成为 更有效地在美国大学范围内分配资源。

Project Summary Many students enter college with an interest in studying science. However, after enrolling in several college- level science courses, many pursue other majors. This phenomenon, referred to as a `leaky pipeline,' contributes to concerns over shortages in the biomedical sciences workforce, particularly among women, underrepresented minorities (URMs), and first-generation (FG) college students. Research indicates that early undergraduate research experiences and enriched curricular opportunities can encourage the pursuit of biomedical research careers. However, we still know very little about the underlying reasons why such programs are successful. To inform interventions aimed at repairing this leaky pipeline, it is critical to identify changes in psychological processes associated with both attrition and retention, and to examine how we might apply knowledge of these processes to support the pursuit of biomedical careers. This renewal application utilizes and supplements data collected during the original funding period to investigate how various types of undergraduate enrichment experiences support the pursuit of biomedical research careers and to identify the psychological processes that underlie such support. Specific Aims: (1) Examine how early undergraduate enrichment experiences support initial (end of sophomore year) engagement in the biomedical sciences through changes in underlying psychological processes (science self-efficacy, interest/value, identity, and achievement goals), (2) Examine how the type, timing, and dosage of undergraduate enrichment experiences support sustained (two years post-college) engagement in the biomedical sciences through changes in underlying psychological processes. For both aims, differences in the effects of these experiences among women, URMs, and FGs will be investigated. Four cohorts of Duke University students from the original grant will continue to be surveyed longitudinally from their first year in college to two years after graduation (the first cohort graduated from college 2 years ago and the final cohort are currently college juniors). In the current application, these data will be supplemented by (a) adding ~350 comparison group Duke students to the original longitudinal sample from Duke, (b) adding one new cohort of Michigan State University students who will be followed from their 1st year through one year post graduation, and (c) adding a qualitative component using in-depth interviews with ~80 participants. The result will be a large, relatively diverse dataset (N = 2,293; ~59% female; ~21% URM; ~19% FG) with detailed psychological and behavioral measures taken each year for 6 years supplemented with qualitative interviews. IMPACT: This rich longitudinal, multi-method dataset will provide key insights into the types of undergraduate enrichment experiences that encourage persistence in biomedical sciences, especially among women, URMs, and FGs, thus serving as a model for more effective allocation of resources throughout U.S. universities.