Mentoring Functions in Scientist Development

描述（由申请人提供）：“指导”被广泛认为是科学家培训的关键部分，获得良好的指导将成为来自代表性不足群体（URG）的科学家管道的限制因素。特别是，来自商界的伊巴拉-托马斯假说（Ibarra-Thomas Hypothesis）表明，URG群体需要从自己群体的导师那里接受心理辅导。尽管有大量与科学家培训相关的“最佳实践”文献，但对调节师徒发展功能的社会网络的结构和动态的实证理解很少。这些限制严重地限制了我们评估指导的能力，因此也限制了我们在获得指导的过程中做出改变以增强URG科学家管道的能力。拟议的研究将投资指导URG学生的生物医学研究人员以及多样性、专业人际关系和人力资本发展领域的专家心理学家和社会学家聚集在一起。我们将检验这一假设，即获得特定形式的多样化指导是有效的工具和心理辅导所必需的。目标1是利用研究300名全国分布的多数和URG生物医学博士生使用的个人指导网络的结构和动态。一种新颖的微博事件报告方法将被用于生成大约30万份事件报告，记录300万个关于指导互动的价值。这些数据将与在线问卷调查和视频访谈相结合，以建立导师与学生互动的动态图景，并检验伊巴拉-托马斯假设和更普遍的多样性假设，以提出问题：需要什么样的指导，与谁一起？目标2是构建一个基于数据的指导环境模型，该模型适用于培训多数和URG学生的美国院校。目标3是与150名分布在全国各地的研究顾问进行访谈，以确定他们对指导学生和URG学生的“最佳实践”的态度和个人概念。这些目标将使我们能够建立一个全面的循证模型，说明在美国，大多数和URG生物医学博士生是如何得到指导的。

DESCRIPTION (provided by applicant): "Mentoring" is widely considered an crucial part of scientist training and access to good mentoring is through to be a limiting factor for the scientist pipeline from under-represented groups (URG). In particular, the Ibarra-Thomas Hypothesis from the business world suggests that URG groups need to receive psychosocial mentoring from mentors of their own group. Despite the extensive 'best practice' literature related to scientist training, there is little empirical understanding of the structure and dynamics of the social networks that mediate the developmental functions of mentoring. These limitations severely constrain our ability to evaluate mentoring and therefore our ability to make changes in the access to mentoring to enhance the URG scientist pipeline. The proposed research brings together biomedical researchers invested in mentoring of URG students and psychologists and sociologists who are experts in the fields of diversity, professional human relations and the development of human capital. We will test the hypothesis that access to specific forms of diverse mentoring are needed for effective instrumental and psychosocial mentoring. Aim 1 is to use study the structure and dynamics of personal mentoring networks used by 300 nationally distributed majority and URG biomedical PhD students. A novel microblogging approach to event-contingent reporting will be used to generate about 300,000 event reports recording 3 million values about mentoring interactions. These data will be combined with on- line questionnaires and video-interviews to build a dynamic picture of mentor-prot¿g¿ interactions and to test the Ibarra-Thomas Hypothesis and the more general diversity hypothesis to ask: what kinds of mentoring are needed and with whom? Aim 2 is to construct a data-based model of mentoring environments available at the US institutions training majority and URG students. Aim 3 is to conduct interviews with 150 nationally distributed research advisors to determine their attitudes and personal concepts of 'best practice' for mentoring students and URG students. These Aims will allow us to develop a comprehensive evidence-based model of how majority and URG biomedical PhD students are mentored in the United States. PUBLIC HEALTH RELEVANCE: Mentoring is critical to URG biomedical PhD training but interventions to improve mentoring are hard to evaluate because solid data about the mentoring environment for URG or even majority students is not available. This study will provide an unprecedentedly rich analysis of mentoring based on over 1000 student- years of daily reports and sophisticated qualitative-quantitative analysis by a diverse team of researchers.