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Lindsey ML, Dahm LE, Harris BJ, Woods L. How to be an effective ally. J Cell Physiol 2024. [PMID: 38764220 DOI: 10.1002/jcp.31301] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2024] [Revised: 04/30/2024] [Accepted: 05/02/2024] [Indexed: 05/21/2024]
Abstract
Inclusivity in biomedical research provides many positive attributes, including increased productivity, higher creativity, and improved wellness for all. While marginalized individuals work tirelessly to achieve equity and inclusion, this task should not be left solely to those most affected by exclusionary tactics. These individuals and the organizations with whom they are affiliated would benefit from the support of an ally. An ally is defined as a person or organization that actively supports the rights of a marginalized group without being a member of it. Allies have a unique opportunity to play a pivotal role in promoting fairness, equity, and inclusion, and thus serve as positive change agents within an organizational setting. We summarize here the importance of being an effective and dynamic ally and offer guidance on how to achieve that goal.
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Affiliation(s)
- Merry L Lindsey
- School of Graduate Studies, Meharry Medical College, Nashville, Tennessee, USA
- Research Service, Nashville VA Medical Center, Nashville, Tennessee, USA
| | - Lauren E Dahm
- School of Graduate Studies, Meharry Medical College, Nashville, Tennessee, USA
| | - Brandon J Harris
- School of Graduate Studies, Meharry Medical College, Nashville, Tennessee, USA
| | - Letha Woods
- School of Graduate Studies, Meharry Medical College, Nashville, Tennessee, USA
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2
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Hamilton RH. Building an ethnically and racially diverse neurology workforce. Nat Rev Neurol 2024; 20:222-231. [PMID: 38388568 DOI: 10.1038/s41582-024-00941-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/02/2024] [Indexed: 02/24/2024]
Abstract
As diversity among patient populations continues to grow, racial and ethnic diversity in the neurology workforce is increasingly essential to the delivery of culturally competent care and for enabling inclusive, generalizable clinical research. Unfortunately, diversity in the workforce is an area in which the field of neurology has historically lagged and faces formidable challenges, including an inadequate number of trainees entering the field, bias experienced by trainees and faculty from minoritized racial and ethnic backgrounds, and 'diversity tax', the disproportionate burden of service work placed on minoritized people in many professions. Although neurology departments, professional organizations and relevant industry partners have come to realize the importance of diversity to the field and have taken steps to promote careers in neurology for people from minoritized backgrounds, additional steps are needed. Such steps include the continued creation of diversity leadership roles in neurology departments and organizations, the creation of robust pipeline programmes, aggressive recruitment and retention efforts, the elevation of health equity research and engagement with minoritized communities. Overall, what is needed is a shift in culture in which diversity is adopted as a core value in the field.
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Affiliation(s)
- Roy H Hamilton
- Department of Neurology, University of Pennsylvania, Philadelphia, PA, USA.
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3
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Nogueira LM, Yabroff KR. Climate change and cancer: the Environmental Justice perspective. J Natl Cancer Inst 2024; 116:15-25. [PMID: 37813679 DOI: 10.1093/jnci/djad185] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2023] [Revised: 08/29/2023] [Accepted: 08/31/2023] [Indexed: 10/11/2023] Open
Abstract
Despite advances in cancer control-prevention, screening, diagnosis, treatment, and survivorship-racial disparities in cancer incidence and survival persist and, in some cases, are widening in the United States. Since 2020, there's been growing recognition of the role of structural racism, including structurally racist policies and practices, as the main factor contributing to historical and contemporary disparities. Structurally racist policies and practices have been present since the genesis of the United States and are also at the root of environmental injustices, which result in disproportionately high exposure to environmental hazards among communities targeted for marginalization, increased cancer risk, disruptions in access to care, and worsening health outcomes. In addition to widening cancer disparities, environmental injustices enable the development of polluting infrastructure, which contribute to detrimental health outcomes in the entire population, and to climate change, the most pressing public health challenge of our time. In this commentary, we describe the connections between climate change and cancer through an Environmental Justice perspective (defined as the fair treatment and meaningful involvement of people of all racialized groups, nationalities, or income, in all aspects, including development, implementation, and enforcement, of policies and practices that affect the environment and public health), highlighting how the expertise developed in communities targeted for marginalization is crucial for addressing health disparities, tackling climate change, and advancing cancer control efforts for the entire population.
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Affiliation(s)
- Leticia M Nogueira
- Surveillance and Health Equity Science, American Cancer Society, Atlanta, GA, USA
| | - K Robin Yabroff
- Surveillance and Health Equity Science, American Cancer Society, Atlanta, GA, USA
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Widge AS, Jordan A, Kraguljac NV, Sullivan CRP, Wilson S, Benton TD, Alpert JE, Carpenter LL, Krystal JH, Nemeroff CB, Dzirasa K. Structural Racism in Psychiatric Research Careers: Eradicating Barriers to a More Diverse Workforce. Am J Psychiatry 2023; 180:645-659. [PMID: 37073513 DOI: 10.1176/appi.ajp.20220685] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 04/20/2023]
Abstract
Investigators from minoritized backgrounds are underrepresented in psychiatric research. That underrepresentation contributes to disparities in outcomes of access to mental health care. Drawing on lived experience, scholarly qualitative reports, and empirical data, the authors review how the underrepresentation of minoritized researchers arises from interlocking, self-reinforcing effects of structural biases in our research training and funding institutions. Minoritized researchers experience diminished early access to advanced training and opportunities, stereotype threats and microaggressions, isolation due to lack of peers and senior mentors, decreased access to early funding, and unique community and personal financial pressures. These represent structural racism-a system of institutional assumptions and practices that perpetuates race-based disparities, in spite of those institutions' efforts to increase diversity and in contradiction to the values that academic leaders outwardly espouse. The authors further review potential approaches to reversing these structural biases, including undergraduate-focused research experiences, financial support for faculty who lead training/mentoring programs, targeted mentoring through scholarly societies, better use of federal diversity supplement funding, support for scientific reentry, cohort building, diversity efforts targeting senior leadership, and rigorous examination of hiring, compensation, and promotion practices. Several of these approaches have empirically proven best practices and models for dissemination. If implemented alongside outcome measurement, they have the potential to reverse decades of structural bias in psychiatry and psychiatric research.
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Affiliation(s)
- Alik S Widge
- Department of Psychiatry and Behavioral Sciences, University of Minnesota, Minneapolis (Widge, Sullivan, Wilson); Department of Psychiatry, New York University Grossman School of Medicine, New York (Jordan); Department of Psychiatry and Behavioral Neurobiology, University of Alabama at Birmingham, Birmingham (Kraguljac); Department of Child and Adolescent Psychiatry and Behavioral Sciences, Children's Hospital of Philadelphia, Philadelphia (Benton); Department of Psychiatry and Behavioral Sciences, Montefiore Medical Center and Albert Einstein College of Medicine, New York (Alpert); Butler Hospital and Department of Psychiatry and Human Behavior, Alpert Medical School of Brown University, Providence, R.I. (Carpenter); Department of Psychiatry, Yale University School of Medicine, New Haven, Conn. (Krystal); Department of Psychiatry and Behavioral Sciences, Dell Medical School, University of Texas at Austin, Austin (Nemeroff); Department of Psychiatry and Behavioral Sciences, Duke University School of Medicine, Durham, N.C., and Howard Hughes Medical Institute, Chevy Chase, Md. (Dzirasa)
| | - Ayana Jordan
- Department of Psychiatry and Behavioral Sciences, University of Minnesota, Minneapolis (Widge, Sullivan, Wilson); Department of Psychiatry, New York University Grossman School of Medicine, New York (Jordan); Department of Psychiatry and Behavioral Neurobiology, University of Alabama at Birmingham, Birmingham (Kraguljac); Department of Child and Adolescent Psychiatry and Behavioral Sciences, Children's Hospital of Philadelphia, Philadelphia (Benton); Department of Psychiatry and Behavioral Sciences, Montefiore Medical Center and Albert Einstein College of Medicine, New York (Alpert); Butler Hospital and Department of Psychiatry and Human Behavior, Alpert Medical School of Brown University, Providence, R.I. (Carpenter); Department of Psychiatry, Yale University School of Medicine, New Haven, Conn. (Krystal); Department of Psychiatry and Behavioral Sciences, Dell Medical School, University of Texas at Austin, Austin (Nemeroff); Department of Psychiatry and Behavioral Sciences, Duke University School of Medicine, Durham, N.C., and Howard Hughes Medical Institute, Chevy Chase, Md. (Dzirasa)
| | - Nina V Kraguljac
- Department of Psychiatry and Behavioral Sciences, University of Minnesota, Minneapolis (Widge, Sullivan, Wilson); Department of Psychiatry, New York University Grossman School of Medicine, New York (Jordan); Department of Psychiatry and Behavioral Neurobiology, University of Alabama at Birmingham, Birmingham (Kraguljac); Department of Child and Adolescent Psychiatry and Behavioral Sciences, Children's Hospital of Philadelphia, Philadelphia (Benton); Department of Psychiatry and Behavioral Sciences, Montefiore Medical Center and Albert Einstein College of Medicine, New York (Alpert); Butler Hospital and Department of Psychiatry and Human Behavior, Alpert Medical School of Brown University, Providence, R.I. (Carpenter); Department of Psychiatry, Yale University School of Medicine, New Haven, Conn. (Krystal); Department of Psychiatry and Behavioral Sciences, Dell Medical School, University of Texas at Austin, Austin (Nemeroff); Department of Psychiatry and Behavioral Sciences, Duke University School of Medicine, Durham, N.C., and Howard Hughes Medical Institute, Chevy Chase, Md. (Dzirasa)
| | - Christi R P Sullivan
- Department of Psychiatry and Behavioral Sciences, University of Minnesota, Minneapolis (Widge, Sullivan, Wilson); Department of Psychiatry, New York University Grossman School of Medicine, New York (Jordan); Department of Psychiatry and Behavioral Neurobiology, University of Alabama at Birmingham, Birmingham (Kraguljac); Department of Child and Adolescent Psychiatry and Behavioral Sciences, Children's Hospital of Philadelphia, Philadelphia (Benton); Department of Psychiatry and Behavioral Sciences, Montefiore Medical Center and Albert Einstein College of Medicine, New York (Alpert); Butler Hospital and Department of Psychiatry and Human Behavior, Alpert Medical School of Brown University, Providence, R.I. (Carpenter); Department of Psychiatry, Yale University School of Medicine, New Haven, Conn. (Krystal); Department of Psychiatry and Behavioral Sciences, Dell Medical School, University of Texas at Austin, Austin (Nemeroff); Department of Psychiatry and Behavioral Sciences, Duke University School of Medicine, Durham, N.C., and Howard Hughes Medical Institute, Chevy Chase, Md. (Dzirasa)
| | - Saydra Wilson
- Department of Psychiatry and Behavioral Sciences, University of Minnesota, Minneapolis (Widge, Sullivan, Wilson); Department of Psychiatry, New York University Grossman School of Medicine, New York (Jordan); Department of Psychiatry and Behavioral Neurobiology, University of Alabama at Birmingham, Birmingham (Kraguljac); Department of Child and Adolescent Psychiatry and Behavioral Sciences, Children's Hospital of Philadelphia, Philadelphia (Benton); Department of Psychiatry and Behavioral Sciences, Montefiore Medical Center and Albert Einstein College of Medicine, New York (Alpert); Butler Hospital and Department of Psychiatry and Human Behavior, Alpert Medical School of Brown University, Providence, R.I. (Carpenter); Department of Psychiatry, Yale University School of Medicine, New Haven, Conn. (Krystal); Department of Psychiatry and Behavioral Sciences, Dell Medical School, University of Texas at Austin, Austin (Nemeroff); Department of Psychiatry and Behavioral Sciences, Duke University School of Medicine, Durham, N.C., and Howard Hughes Medical Institute, Chevy Chase, Md. (Dzirasa)
| | - Tami D Benton
- Department of Psychiatry and Behavioral Sciences, University of Minnesota, Minneapolis (Widge, Sullivan, Wilson); Department of Psychiatry, New York University Grossman School of Medicine, New York (Jordan); Department of Psychiatry and Behavioral Neurobiology, University of Alabama at Birmingham, Birmingham (Kraguljac); Department of Child and Adolescent Psychiatry and Behavioral Sciences, Children's Hospital of Philadelphia, Philadelphia (Benton); Department of Psychiatry and Behavioral Sciences, Montefiore Medical Center and Albert Einstein College of Medicine, New York (Alpert); Butler Hospital and Department of Psychiatry and Human Behavior, Alpert Medical School of Brown University, Providence, R.I. (Carpenter); Department of Psychiatry, Yale University School of Medicine, New Haven, Conn. (Krystal); Department of Psychiatry and Behavioral Sciences, Dell Medical School, University of Texas at Austin, Austin (Nemeroff); Department of Psychiatry and Behavioral Sciences, Duke University School of Medicine, Durham, N.C., and Howard Hughes Medical Institute, Chevy Chase, Md. (Dzirasa)
| | - Jonathan E Alpert
- Department of Psychiatry and Behavioral Sciences, University of Minnesota, Minneapolis (Widge, Sullivan, Wilson); Department of Psychiatry, New York University Grossman School of Medicine, New York (Jordan); Department of Psychiatry and Behavioral Neurobiology, University of Alabama at Birmingham, Birmingham (Kraguljac); Department of Child and Adolescent Psychiatry and Behavioral Sciences, Children's Hospital of Philadelphia, Philadelphia (Benton); Department of Psychiatry and Behavioral Sciences, Montefiore Medical Center and Albert Einstein College of Medicine, New York (Alpert); Butler Hospital and Department of Psychiatry and Human Behavior, Alpert Medical School of Brown University, Providence, R.I. (Carpenter); Department of Psychiatry, Yale University School of Medicine, New Haven, Conn. (Krystal); Department of Psychiatry and Behavioral Sciences, Dell Medical School, University of Texas at Austin, Austin (Nemeroff); Department of Psychiatry and Behavioral Sciences, Duke University School of Medicine, Durham, N.C., and Howard Hughes Medical Institute, Chevy Chase, Md. (Dzirasa)
| | - Linda L Carpenter
- Department of Psychiatry and Behavioral Sciences, University of Minnesota, Minneapolis (Widge, Sullivan, Wilson); Department of Psychiatry, New York University Grossman School of Medicine, New York (Jordan); Department of Psychiatry and Behavioral Neurobiology, University of Alabama at Birmingham, Birmingham (Kraguljac); Department of Child and Adolescent Psychiatry and Behavioral Sciences, Children's Hospital of Philadelphia, Philadelphia (Benton); Department of Psychiatry and Behavioral Sciences, Montefiore Medical Center and Albert Einstein College of Medicine, New York (Alpert); Butler Hospital and Department of Psychiatry and Human Behavior, Alpert Medical School of Brown University, Providence, R.I. (Carpenter); Department of Psychiatry, Yale University School of Medicine, New Haven, Conn. (Krystal); Department of Psychiatry and Behavioral Sciences, Dell Medical School, University of Texas at Austin, Austin (Nemeroff); Department of Psychiatry and Behavioral Sciences, Duke University School of Medicine, Durham, N.C., and Howard Hughes Medical Institute, Chevy Chase, Md. (Dzirasa)
| | - John H Krystal
- Department of Psychiatry and Behavioral Sciences, University of Minnesota, Minneapolis (Widge, Sullivan, Wilson); Department of Psychiatry, New York University Grossman School of Medicine, New York (Jordan); Department of Psychiatry and Behavioral Neurobiology, University of Alabama at Birmingham, Birmingham (Kraguljac); Department of Child and Adolescent Psychiatry and Behavioral Sciences, Children's Hospital of Philadelphia, Philadelphia (Benton); Department of Psychiatry and Behavioral Sciences, Montefiore Medical Center and Albert Einstein College of Medicine, New York (Alpert); Butler Hospital and Department of Psychiatry and Human Behavior, Alpert Medical School of Brown University, Providence, R.I. (Carpenter); Department of Psychiatry, Yale University School of Medicine, New Haven, Conn. (Krystal); Department of Psychiatry and Behavioral Sciences, Dell Medical School, University of Texas at Austin, Austin (Nemeroff); Department of Psychiatry and Behavioral Sciences, Duke University School of Medicine, Durham, N.C., and Howard Hughes Medical Institute, Chevy Chase, Md. (Dzirasa)
| | - Charles B Nemeroff
- Department of Psychiatry and Behavioral Sciences, University of Minnesota, Minneapolis (Widge, Sullivan, Wilson); Department of Psychiatry, New York University Grossman School of Medicine, New York (Jordan); Department of Psychiatry and Behavioral Neurobiology, University of Alabama at Birmingham, Birmingham (Kraguljac); Department of Child and Adolescent Psychiatry and Behavioral Sciences, Children's Hospital of Philadelphia, Philadelphia (Benton); Department of Psychiatry and Behavioral Sciences, Montefiore Medical Center and Albert Einstein College of Medicine, New York (Alpert); Butler Hospital and Department of Psychiatry and Human Behavior, Alpert Medical School of Brown University, Providence, R.I. (Carpenter); Department of Psychiatry, Yale University School of Medicine, New Haven, Conn. (Krystal); Department of Psychiatry and Behavioral Sciences, Dell Medical School, University of Texas at Austin, Austin (Nemeroff); Department of Psychiatry and Behavioral Sciences, Duke University School of Medicine, Durham, N.C., and Howard Hughes Medical Institute, Chevy Chase, Md. (Dzirasa)
| | - Kafui Dzirasa
- Department of Psychiatry and Behavioral Sciences, University of Minnesota, Minneapolis (Widge, Sullivan, Wilson); Department of Psychiatry, New York University Grossman School of Medicine, New York (Jordan); Department of Psychiatry and Behavioral Neurobiology, University of Alabama at Birmingham, Birmingham (Kraguljac); Department of Child and Adolescent Psychiatry and Behavioral Sciences, Children's Hospital of Philadelphia, Philadelphia (Benton); Department of Psychiatry and Behavioral Sciences, Montefiore Medical Center and Albert Einstein College of Medicine, New York (Alpert); Butler Hospital and Department of Psychiatry and Human Behavior, Alpert Medical School of Brown University, Providence, R.I. (Carpenter); Department of Psychiatry, Yale University School of Medicine, New Haven, Conn. (Krystal); Department of Psychiatry and Behavioral Sciences, Dell Medical School, University of Texas at Austin, Austin (Nemeroff); Department of Psychiatry and Behavioral Sciences, Duke University School of Medicine, Durham, N.C., and Howard Hughes Medical Institute, Chevy Chase, Md. (Dzirasa)
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5
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Landhuis E. To diversify the scientific workforce, postdoc recruitment needs a rethink. Nature 2023; 618:201-203. [PMID: 37237179 DOI: 10.1038/d41586-023-01740-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
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6
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Guardia CM, Kane E, Tebo AG, Sanders AAWM, Kaya D, Grogan KE. The power of peer networking for improving STEM faculty job applications: a successful pilot programme. Proc Biol Sci 2023; 290:20230124. [PMID: 37122256 PMCID: PMC10130717 DOI: 10.1098/rspb.2023.0124] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2023] [Accepted: 03/22/2023] [Indexed: 05/02/2023] Open
Abstract
To attain a faculty position, postdoctoral fellows submit job applications that require considerable time and effort to produce. Although mentors and colleagues review these applications, postdocs rarely receive iterative feedback from reviewers with the breadth of expertise typically found on an academic search committee. To address this gap, we describe an international peer-reviewing programme for postdocs across disciplines to receive reciprocal, iterative feedback on faculty applications. A participant survey revealed that nearly all participants would recommend the programme to others. Furthermore, our programme was more likely to attract postdocs who struggled to find mentoring, possibly because of their identity as a woman or member of an underrepresented population in STEM or because they changed fields. Between 2018 and 2021, our programme provided nearly 150 early career academics with a diverse and supportive community of peer mentors during the difficult search for a faculty position and continues to do so today. As the transition from postdoc to faculty represents the largest 'leak' in the academic pipeline, implementation of similar programmes by universities or professional societies would provide psycho-social support necessary to prevent attrition of individuals from underrepresented populations as well as increase the chances of success for early career academics in their search for independence.
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Affiliation(s)
- Carlos M. Guardia
- Neurosciences and Cellular and Structural Biology Division, Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, Bethesda, MD, USA
- Reproductive and Developmental Biology Laboratory, National Institute of Environmental Health Sciences, National Institutes of Health, Research Triangle Park, Durham, NC, USA
| | - Erin Kane
- Department of Medicine, Chobanian & Avedisian School of Medicine, Boston University, Boston, MA, USA
| | - Alison G. Tebo
- Howard Hughes Medical Institute—Janelia Research Campus, Ashburn, VA, USA
| | - Anna A. W. M. Sanders
- Department of Biochemistry and Molecular Biology, Roy J. and Lucille A. Carver College of Medicine, University of Iowa, Iowa City, IA, USA
| | - Devrim Kaya
- School of Chemical, Biological, and Environmental Engineering, Oregon State University, Corvallis, OR, USA
| | - Kathleen E. Grogan
- Departments of Anthropology and Biological Sciences, University of Cincinnati, Cincinnati, OH, USA
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7
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Jackson A, Henry S, Jackman KM, Jones L, Kamangar F, Koissi N, Mehravaran S, Oni A, Perrino C, Sheikhattari P, Whitney E, Hohmann CF. A Student-Centered, Entrepreneurship Development (ASCEND) Undergraduate Summer Research Program: Foundational Training for Health Research. CBE LIFE SCIENCES EDUCATION 2023; 22:ar13. [PMID: 36791147 PMCID: PMC10074269 DOI: 10.1187/cbe.21-11-0314] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/09/2021] [Revised: 10/31/2022] [Accepted: 12/16/2022] [Indexed: 06/18/2023]
Abstract
Increasing the participation of students of African descent and other minoritized populations in the scientific workforce is imperative in generating a more equitable biomedical research infrastructure and increasing national research creativity and productivity. Undergraduate research training programs have shown to be essential tools in retaining underrepresented minority (URM) students in the sciences and attracting them into STEM and biomedical careers. This paper describes an innovative approach to harness students' entrepreneurial desire for autonomy and creativity in a Summer Research Institute (SRI) that has served as an entry point into a multiyear, National Institutes of Health Building Infrastructure Leading to Diversity (NIH BUILD)-funded research training program. The SRI was designed as an 8-week, student-centered and course-based research model in which students select their own research topics. We test here the effects of SRI training on students' science self-efficacy and science identity, along with several other constructs often associated with academic outcomes in the sciences. The data shown here comprise analysis of four different training cohorts throughout four subsequent summers. We show significant gains in students' science self-efficacy and science identity at the conclusion of SRI training, as well as academic adjustment and sense of belonging. SRI participants also displayed substantially improved retention in their science majors and graduation rates.
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Affiliation(s)
- Avis Jackson
- Center for Predictive Analytics, Psychology Department, College of Liberal Arts, Morgan State University, Baltimore, MD 21251
| | - Sherita Henry
- Department of Nursing, Hood College, Frederick, MD 21701
| | - Kevon M. Jackman
- Adolescent and Young Adult Medicine, Department of Pediatrics, Johns Hopkins University School of Medicine, Baltimore, MD 21205
| | - Laundette Jones
- Department of Epidemiology and Public Health and Department of Pharmacology, University of Maryland School of Medicine, Baltimore, MD 21201
| | - Farin Kamangar
- Division of Research and Economic Development, Morgan State University, Baltimore, MD 21251
| | - Niangoran Koissi
- Department of Chemistry, School of Computer, Mathematical and Natural Science (SCMNS), Morgan State University, Baltimore, MD 21251
| | - Shiva Mehravaran
- ASCEND Center for Biomedical Research, Morgan State University, Baltimore, MD 21251
| | - Akinyele Oni
- Department of Biology, School of Computer, Mathematical and Natural Science (SCMNS), Morgan State University, Baltimore, MD 21251
| | - Carroll Perrino
- Department of Psychology, College of Liberal Arts, Morgan State University, Baltimore, MD 21251
| | - Payam Sheikhattari
- Department of Public Health, Morgan State University and ASCEND Center for Biomedical Research, Morgan State University, Baltimore, MD 21251
| | - Erika Whitney
- Department of Biology, School of Computer, Mathematical and Natural Science (SCMNS), Morgan State University, Baltimore, MD 21251
| | - Christine F. Hohmann
- ASCEND Center for Biomedical Research, Morgan State University, Baltimore, MD 21251
- Department of Biology, School of Computer, Mathematical and Natural Science (SCMNS), Morgan State University, Baltimore, MD 21251
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8
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Raymaker DM, Scharer M, Miller R, Widmer A, Posadas DL, Keller TE. Community-based participatory research to improve alumni transition from an intensive research training program for historically underrepresented undergraduates. JOURNAL OF WOMEN AND MINORITIES IN SCIENCE AND ENGINEERING 2023; 29:29-54. [PMID: 37593076 PMCID: PMC10434840 DOI: 10.1615/jwomenminorscieneng.2022043449] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/19/2023]
Abstract
Various initiatives for undergraduates from historically underrepresented backgrounds attempt to address disparities in the completion of science, technology, engineering, mathematics (STEM) degrees and the pursuit of careers in scientific research. Intensive research training programs for historically underrepresented undergraduates may include multiple components, such as authentic research experiences, advising and mentoring, supplemental curriculum, and financial assistance. Following comprehensive support during program participation, the post-program transition may present a vulnerable period in students' career trajectories. This study used a community-based participatory research (CBPR) approach to investigate the experiences of students completing an intensive research training program to understand and develop recommendations for the post-program transition process. As a team of program alumni, academic researchers, and program staff, we developed, conducted, and analyzed semi-structured, open-ended interviews of recent program alumni and students approaching program completion (n=11; 55% female, 55% non-White). Applying thematic analysis at semantic and latent levels through a critical paradigm revealed the transition as a bittersweet experience, with feelings of pride and accomplishment mixed with sadness and anxiety. Findings also suggested the transition is described as a narrative influenced by preceding program experiences and adaptations. Financial concerns were prominent, and specific barriers and facilitators of successful transition included: aligned mentoring, negotiation of continued research employment, consideration of culture, planning for next steps, and engagement with the scholar community. Collaboratively, we developed recommendations for program improvements potentially relevant to similarly intensive STEM diversity programs. We also highlight the value of a CBPR approach that includes students equitably as co-researchers in program research and evaluation.
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Affiliation(s)
- Dora M. Raymaker
- Regional Research Institute, School of Social Work, Portland State University, 1600 SW 4 Avenue, Suite 900, Portland OR 97201
| | - Mirah Scharer
- Regional Research Institute, School of Social Work, Portland State University, 1600 SW 4 Avenue, Suite 900, Portland OR 97201
| | - Rebecca Miller
- Regional Research Institute, School of Social Work, Portland State University, 1600 SW 4 Avenue, Suite 900, Portland OR 97201
- Center for Interdisciplinary Mentoring Research, Portland State University, 1719 SW 10 Avenue, Portland, OR 97201
| | | | | | - Thomas E. Keller
- Regional Research Institute, School of Social Work, Portland State University, 1600 SW 4 Avenue, Suite 900, Portland OR 97201
- Center for Interdisciplinary Mentoring Research, Portland State University, 1719 SW 10 Avenue, Portland, OR 97201
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9
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Rogo T, Holland S, Fassiotto M, Maldonado Y, Joseph T, Ramilo O, Byrd K, Delair S. Strategies to Increase Workforce Diversity in Pediatric Infectious Diseases. J Pediatric Infect Dis Soc 2022; 11:S148-S154. [PMID: 36477593 DOI: 10.1093/jpids/piac094] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Abstract
The number of physicians who are underrepresented in medicine within the pediatric infectious diseases workforce remains disproportionate compared to the US population. Physician workforce diversity plays an important role in reducing health care disparities. Pathways to careers in pediatric infectious diseases require that a diverse pool of students enter medicine and subsequently choose pediatric residency followed by subspecialty training. Efforts must be made to expose learners to pediatric infectious diseases earlier in the education timeline. Along with recruitment and creation of pathways, cultures of inclusivity must be created and fostered within institutions of learning along the entire spectrum of medical training.
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Affiliation(s)
- Tanya Rogo
- Division of Pediatric Infectious Diseases, Alpert Medical School of Brown University, Providence, Rhode Island, USA
| | - Sabina Holland
- Division of Pediatric Infectious Diseases, Alpert Medical School of Brown University, Providence, Rhode Island, USA
| | - Magali Fassiotto
- Office of Faculty Development & Diversity, Stanford University School of Medicine, Palo Alto, California, USA
| | - Yvonne Maldonado
- Division of Pediatric Infectious Diseases, Stanford University School of Medicine, Palo Alto, California, USA
| | - Tuhina Joseph
- Division of Pediatric Infectious Diseases, Tufts University School of Medicine, Boston, Massachusetts, USA
| | - Octavio Ramilo
- Division of Pediatric Infectious Diseases, Nationwide Children's Hospital and Ohio State University College of Medicine, Columbus, Ohio, USA
| | - Katrina Byrd
- Division of Pediatric Infectious Diseases, Alpert Medical School of Brown University, Providence, Rhode Island, USA
| | - Shirley Delair
- Division of Pediatric Infectious Diseases, University of Nebraska Medical Center, Omaha, Nebraska, USA
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10
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Jones DS, Gillette DD, Cooper PE, Salinas RY, Hill JL, Black SJ, Lew DJ, Canelas DA. Cultivating PhD Aspirations during College. CBE LIFE SCIENCES EDUCATION 2022; 21:ar22. [PMID: 35324271 PMCID: PMC9508910 DOI: 10.1187/cbe.20-06-0111] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/04/2020] [Revised: 01/18/2022] [Accepted: 01/31/2022] [Indexed: 06/14/2023]
Abstract
Science, technology, engineering, and mathematics (STEM) career barriers persist for individuals from marginalized communities due to financial and educational inequality, unconscious bias, and other disadvantaging factors. To evaluate differences in plans and interests between historically underrepresented (UR) and well-represented (WR) groups, we surveyed more than 3000 undergraduates enrolled in chemistry courses. Survey responses showed all groups arrived on campus with similar interests in learning more about science research. Over the 4 years of college, WR students maintained their interest levels, but UR students did not, creating a widening gap between the groups. Without intervention, UR students participated in lab research at lower rates than their WR peers. A case study pilot program, Biosciences Collaborative for Research Engagement (BioCoRE), encouraged STEM research exploration by undergraduates from marginalized communities. BioCoRE provided mentoring and programming that increased community cohesion and cultivated students' intrinsic scientific mindsets. Our data showed that there was no statistical significant difference between BioCoRE WR and UR students when surveyed about plans for a medical profession, graduate school, and laboratory scientific research. In addition, BioCoRE participants reported higher levels of confidence in conducting research than non-BioCoRE Scholars. We now have the highest annual number of UR students moving into PhD programs in our institution's history.
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Affiliation(s)
| | | | | | - Raquel Y. Salinas
- University of Texas MD Anderson Cancer Center UT Health Graduate School of Biomedical Sciences, Houston TX 77030
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11
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Coller HA, Beggs S, Andrews S, Maloy J, Chiu A, Sankararaman S, Pellegrini M, Freimer N, Johnson T, Papp J, Eskin E, Hoffmann A. Bruins-in-Genomics: Evaluation of the impact of a UCLA undergraduate summer program in computational biology on participating students. PLoS One 2022; 17:e0268861. [PMID: 35622842 PMCID: PMC9140266 DOI: 10.1371/journal.pone.0268861] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2022] [Accepted: 05/07/2022] [Indexed: 11/24/2022] Open
Abstract
Recruiting, training and retaining scientists in computational biology is necessary to develop a workforce that can lead the quantitative biology revolution. Yet, African-American/Black, Hispanic/Latinx, Native Americans, and women are severely underrepresented in computational biosciences. We established the UCLA Bruins-in-Genomics Summer Research Program to provide training and research experiences in quantitative biology and bioinformatics to undergraduate students with an emphasis on students from backgrounds underrepresented in computational biology. Program assessment was based on number of applicants, alumni surveys and comparison of post-graduate educational choices for participants and a control group of students who were accepted but declined to participate. We hypothesized that participation in the Bruins-in-Genomics program would increase the likelihood that students would pursue post-graduate education in a related field. Our surveys revealed that 75% of Bruins-in-Genomics Summer participants were enrolled in graduate school. Logistic regression analysis revealed that women who participated in the program were significantly more likely to pursue a Ph.D. than a matched control group (group x woman interaction term of p = 0.005). The Bruins-in-Genomics Summer program represents an example of how a combined didactic-research program structure can make computational biology accessible to a wide range of undergraduates and increase participation in quantitative biosciences.
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Affiliation(s)
- Hilary A. Coller
- Department of Molecular, Cell and Developmental Biology, University of California, Los Angeles, CA, United States of America
- Department of Biological Chemistry, David Geffen School of Medicine, Los Angeles, CA, United States of America
- Bioinformatics Interdepartmental Program, University of California, Los Angeles, CA, United States of America
- Molecular Biology Institute, University of California, Los Angeles, CA, United States of America
- Institute for Quantitative and Computational Biology, University of California, Los Angeles, CA, United States of America
- * E-mail: ,
| | - Stacey Beggs
- Department of Computational Medicine, David Geffen School of Medicine, Los Angeles, CA, United States of America
| | - Samantha Andrews
- Department of Computational Medicine, David Geffen School of Medicine, Los Angeles, CA, United States of America
| | - Jeff Maloy
- Department of Molecular, Cell and Developmental Biology, University of California, Los Angeles, CA, United States of America
| | - Alec Chiu
- Bioinformatics Interdepartmental Program, University of California, Los Angeles, CA, United States of America
| | - Sriram Sankararaman
- Bioinformatics Interdepartmental Program, University of California, Los Angeles, CA, United States of America
- Institute for Quantitative and Computational Biology, University of California, Los Angeles, CA, United States of America
- Department of Computational Medicine, David Geffen School of Medicine, Los Angeles, CA, United States of America
- Department of Computer Science, University of California, Los Angeles, CA, United States of America
| | - Matteo Pellegrini
- Department of Molecular, Cell and Developmental Biology, University of California, Los Angeles, CA, United States of America
- Bioinformatics Interdepartmental Program, University of California, Los Angeles, CA, United States of America
- Molecular Biology Institute, University of California, Los Angeles, CA, United States of America
- Institute for Quantitative and Computational Biology, University of California, Los Angeles, CA, United States of America
| | - Nelson Freimer
- Bioinformatics Interdepartmental Program, University of California, Los Angeles, CA, United States of America
- Molecular Biology Institute, University of California, Los Angeles, CA, United States of America
- Department of Genetics, David Geffen School of Medicine, Los Angeles, CA, United States of America
- Department of Psychiatry and Biobehavioral Sciences, David Geffen School of Medicine, Los Angeles, CA, United States of America
| | - Tracy Johnson
- Department of Molecular, Cell and Developmental Biology, University of California, Los Angeles, CA, United States of America
- Molecular Biology Institute, University of California, Los Angeles, CA, United States of America
| | - Jeanette Papp
- Department of Genetics, David Geffen School of Medicine, Los Angeles, CA, United States of America
| | - Eleazar Eskin
- Bioinformatics Interdepartmental Program, University of California, Los Angeles, CA, United States of America
- Institute for Quantitative and Computational Biology, University of California, Los Angeles, CA, United States of America
- Department of Computational Medicine, David Geffen School of Medicine, Los Angeles, CA, United States of America
| | - Alexander Hoffmann
- Bioinformatics Interdepartmental Program, University of California, Los Angeles, CA, United States of America
- Molecular Biology Institute, University of California, Los Angeles, CA, United States of America
- Institute for Quantitative and Computational Biology, University of California, Los Angeles, CA, United States of America
- Department of Microbiology, Immunology, and Molecular Genetics, Los Angeles, CA, United States of America
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12
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Patt C, Eppig A, Richards MA. Postdocs as Key to Faculty Diversity: A Structured and Collaborative Approach for Research Universities. Front Psychol 2022; 12:759263. [PMID: 35547154 PMCID: PMC9083322 DOI: 10.3389/fpsyg.2021.759263] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2021] [Accepted: 12/29/2021] [Indexed: 11/13/2022] Open
Abstract
Over the past 50 years the diversity of higher education faculty in the mathematical, physical, computer, and engineering sciences (MPCES) has advanced very little at 4-year universities in the United States. This is despite laws and policies such as affirmative action, interventions by universities, and enormous financial investment by federal agencies to diversify science, technology, mathematics, and engineering (STEM) career pathways into academia. Data comparing the fraction of underrepresented minority (URM) postdoctoral scholars to the fraction of faculty at these institutions offer a straightforward empirical explanation for this state of affairs. URM postdoc appointments lag significantly behind progress in terms of both undergraduate and Ph.D.-level STEM student populations. Indeed, URM postdoc appointments lag well-behind faculty diversity itself in the MPCES fields, most of which draw their faculty heavily from the postdoctoral ranks, particularly at research-intensive (R1) universities. Thus, a sea-change in how postdocs are recruited, how their careers are developed, and how they are identified as potential faculty is required in order to diversify the nation’s faculty, and particularly the R1 MPCES professoriate. Our research shows that both Ph.D. students and postdocs benefit from intentional structure at various levels of their respective “apprentice” experiences, a factor that we believe has been neglected. Several key structural approaches are highly effective in these regards: (1) A collaborative approach in which leading research universities collectively identify outstanding URM candidates; (2) Faculty engagement in recruiting and supporting these postdocs; (3) Inter-institutional exchange programs to heighten the visibility and broaden the professional experiences of these postdocs; (4) Community-building activities that create a sense of belonging and encourage continuing in academia for each cohort; and (5) Continuing research based on outcomes and new experimental approaches. The California Alliance, consisting of UC Berkeley, UCLA, Caltech, and Stanford, has been engaged in such a program for almost a decade now, with most of the California Alliance URM postdocs now in tenure track positions or on the path toward careers as faculty at research intensive (R1) institutions. If this approach was brought to scale by involving the top 25 or so URM Ph.D.-producing R1 institutions in the MPCES fields, about 40% of the national URM postdoctoral population in these fields could be affected. Although this impact would fall short of bringing URM MPCES faculty ranks up to full representation of the United States population as a whole, it would vastly improve the outlook for URM students and their aspirations to take on leadership roles as scientists and engineers.
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Affiliation(s)
- Colette Patt
- Division of Mathematical and Physical Sciences, College of Letters and Science, University of California, Berkeley, Berkeley, CA, United States
| | - Andrew Eppig
- Office of Equity and Inclusion, University of California, Berkeley, Berkeley, CA, United States
| | - Mark A Richards
- Department of Earth and Space Sciences, College of the Environment, University of Washington, Seattle, WA, United States
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13
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Cresiski RH, Ghent CA, Rutledge JC, Carter-Veale WY, Aumiller J, Bertot JC, Enekwe B, Golembewski E, Medina Y, Scott MS. Developing a State University System Model to Diversify Faculty in the Biomedical Sciences. Front Psychol 2022; 13:734145. [PMID: 35369137 PMCID: PMC8971808 DOI: 10.3389/fpsyg.2022.734145] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2021] [Accepted: 01/27/2022] [Indexed: 11/13/2022] Open
Abstract
Amid increasing demands from students and the public, universities have recently reinvigorated their efforts to increase the number of faculty from underrepresented populations. Although a myriad of piecemeal programs targeting individual recruitment and development have been piloted at several institutions, overall growth in faculty diversity remains almost negligible and highly localized. To bring about genuine change, we hypothesize a consortia approach that links individuals to hiring opportunities within a state university system might be more effective. Here we present a case study describing the progress of the NSF-funded Alliances for Graduate Education and the Professoriate (AGEP) PROMISE Academy Alliance, a consortium within the University System of Maryland (USM) collaborating to develop, implement, self-study, evaluate, and disseminate a unique postdoc-to-faculty conversion model in the biomedical sciences. The initiative centers on diversifying faculty across five institutions in the USM, including teaching-focused institutions, comprehensive universities, research institutions, and professional schools. Components of this approach include (1) enhanced recruiting and hiring practices to attract outstanding postdoctoral scholars from underrepresented backgrounds, (2) multi-institutional networking and professional development, and (3) facilitated processes to transition (or "convert") postdocs into tenure-track positions at their postdoctoral institution or another institution in the state system. This model is distinct from more deficit-based approaches because it goes beyond focusing on building the individual's skills to enter the professoriate. This program restructures the traditionally short-term nature of postdoctoral employment and incorporates a pathway to a tenure-track professorship at the same institution or within the same statewide system where the postdoc is trained. This multi-institutional model leverages collaboration and distinct institutional strengths to create cross-institutional support, advocacy, and policy. Importantly, it uses a decentralized financial structure that makes this approach distinctly replicable. Recognizing the immediate need for more collaborative approaches to diversify faculty and a lack of literature about such approaches, this case study describes the development of, and potential benefits of, a state university system, as well as the qualitative lessons learned from self-study, internal evaluation, external evaluation, and NSF site visits. The AGEP PROMISE Academy can serve as a model for replication at other university systems hoping to diversify their faculty.
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Affiliation(s)
| | | | - Janet C Rutledge
- University of Maryland Baltimore County, Baltimore, MD, United States
| | | | | | - John Carlo Bertot
- University of Maryland College Park, College Park, MD, United States
| | - Blessing Enekwe
- University of Maryland College Park, College Park, MD, United States
| | | | - Yarazeth Medina
- University of Maryland Baltimore County, Baltimore, MD, United States
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14
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A scientific approach to navigating the academic job market. Neuropsychopharmacology 2022; 47:621-627. [PMID: 34743201 PMCID: PMC8572068 DOI: 10.1038/s41386-021-01225-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/23/2021] [Revised: 10/09/2021] [Accepted: 10/12/2021] [Indexed: 11/22/2022]
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15
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Boehmer KR, De Souza SLB, Doles JD, Lachman N, Mays D, Hedin KE, Dornink CA, Maher LJ, Lujan JL. Motivating Self-Efficacy in Diverse Biomedical Science Post-baccalaureate and Graduate Students Through Scientific Conference Implementation. FRONTIERS IN EDUCATION 2021; 6:774070. [PMID: 38370136 PMCID: PMC10874280 DOI: 10.3389/feduc.2021.774070] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/20/2024]
Abstract
Tactics to increase the number of underrepresented (UR) students in biomedical research PhD training programs have not yet translated to UR faculty numbers that reflect the diversity of the United States. Continued interventions are required to build skills beyond those that result in placement into a PhD program. We hypothesize that successful interventions must build skills that give UR students foundations for confident self-efficacy in leadership. We seek interventions that allow UR students to envision themselves as successful faculty. We posit that development of such skills is difficult in the classroom or laboratory alone. Therefore, novel interventions are required. As part of the NIH-funded Post-baccalaureate Research Education Program (PREP) and Initiative for Maximizing Student Development (IMSD) at the Mayo Clinic Graduate School of Biomedical Sciences, we designed and implemented a unique intervention to support development of student leadership skills: a biannual student-organized and student-led national research conference titled "Scientific Innovation Through Diverse Perspectives" (SITDP). This initiative is based on the concept that students who actively live out realistic roles as scientific leaders will be encouraged to persist to scientific leadership as faculty. Here we describe the motivation for, design of, and outcomes from, the first three pilot conferences of this series. We further discuss approaches needed to rigorously evaluate the effectiveness of such interventions in the future.
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Affiliation(s)
- Kasey R. Boehmer
- Knowledge and Evaluation Research Unit, Mayo Clinic, Rochester, MN, United States
- Division of Health Care Delivery Research, Mayo Clinic, Rochester, MN, United States
| | | | - Jason D. Doles
- Department of Biochemistry and Molecular Biology, Mayo Clinic, Rochester, MN, United States
| | - Nirusha Lachman
- Department of Clinical Anatomy, Mayo Clinic, Rochester, MN, United States
| | - Dennis Mays
- Office for Education Diversity, Equity, and Inclusion, Mayo Clinic, Rochester, MN, United States
| | - Karen E. Hedin
- Department of Immunology, Mayo Clinic, Phoenix, AZ, United States
| | - Cheryl A. Dornink
- Office for Education Diversity, Equity, and Inclusion, Mayo Clinic, Rochester, MN, United States
| | - Louis J. Maher
- Department of Biochemistry and Molecular Biology, Mayo Clinic, Rochester, MN, United States
| | - J. Luis Lujan
- Department of Neurologic Surgery, Mayo Clinic, Rochester, MN, United States
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16
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Culpepper D, Reed AM, Enekwe B, Carter-Veale W, LaCourse WR, McDermott P, Cresiski RH. A New Effort to Diversify Faculty: Postdoc-to-Tenure Track Conversion Models. Front Psychol 2021; 12:733995. [PMID: 34803811 PMCID: PMC8603562 DOI: 10.3389/fpsyg.2021.733995] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2021] [Accepted: 10/07/2021] [Indexed: 11/13/2022] Open
Abstract
Calls to diversify the professoriate have been ongoing for decades. However, despite increasing numbers of scholars from underrepresented racial minority groups earning doctorates, actual progress in transitioning to faculty has been slow, particularly across STEM disciplines. In recent years, new efforts have emerged to recruit faculty members from underrepresented racial minority groups (i.e., African American/Black, Hispanic/Latinx, and/or Native American/Native Hawaiian/Indigenous) through highly competitive postdoctoral programs that allow fellows the opportunity to transition (or “convert”) into tenure-track roles. These programs hybridize some conventional aspects of the faculty search process (e.g., structured interview processes that facilitate unit buy-in) along with novel evidence-based practices and structural supports (e.g., proactive recruitment, cohort communities, search waivers, professional development, enhanced mentorship, financial incentives). In this policy and practice review, we describe and synthesize key attributes of existing conversion programs at institutional, consortium, and system levels. We discuss commonalities and unique features across models (N = 38) and draw specific insights from postdoctoral conversion models developed within and across institutions in the University System of Maryland (USM). In particular, experience garnered from a 10-year-old postdoc conversion program at UMBC will be highlighted, as well as the development of an additional institutional model aimed at the life sciences, and a state-system model of faculty diversification with support from a NSF Alliances for Graduate Education and the Professoriate (AGEP) grant.
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Affiliation(s)
- Dawn Culpepper
- University of Maryland, College Park, College Park, MD, United States
| | - Autumn M Reed
- University of Maryland, Baltimore County, Baltimore, MD, United States
| | - Blessing Enekwe
- University of Maryland, College Park, College Park, MD, United States
| | | | | | - Patrice McDermott
- University of Maryland, Baltimore County, Baltimore, MD, United States
| | - Robin H Cresiski
- University of Maryland, Baltimore County, Baltimore, MD, United States
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17
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Richardson RR, Crawford DC, Ngai J, Beckel-Mitchener AC. Advancing scientific excellence through inclusivity in the NIH BRAIN Initiative. Neuron 2021; 109:3361-3364. [PMID: 34735787 DOI: 10.1016/j.neuron.2021.10.021] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Leveraging breadth and depth of the scientific workforce invites creativity, relevance, and differing views that directly tie into innovation and problem solving. The NIH BRAIN Initiative is using a multi-pronged strategy to enhance diversity and inclusion toward promoting the best science.
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Affiliation(s)
- Ryan R Richardson
- NIH BRAIN Initiative, National Institutes of Health, Bethesda, MD, USA
| | - Devon C Crawford
- NIH BRAIN Initiative, National Institutes of Health, Bethesda, MD, USA
| | - John Ngai
- NIH BRAIN Initiative, National Institutes of Health, Bethesda, MD, USA.
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18
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Carroll MA, Boynes S, Jerome-Majewska LA, Topp KS. The imperative for scientific societies to change the face of academia: Recommendations for immediate action. Anat Rec (Hoboken) 2021; 305:1019-1031. [PMID: 34418322 DOI: 10.1002/ar.24735] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2021] [Revised: 07/15/2021] [Accepted: 08/02/2021] [Indexed: 11/11/2022]
Abstract
As organizations that facilitate collaboration and communication, scientific societies have an opportunity, and a responsibility, to drive inclusion, diversity, equity, and accessibility in science in academia. The American Association for Anatomy (AAA), with its expressed and practiced culture of engagement, can serve as a model of best practice for other professional associations working to become more inclusive of individuals from historically underrepresented groups. In this publication, we acknowledge anatomy's exclusionary past, describe the present face of science in academia, and provide recommendations for societies, including the AAA, to accelerate change in academia. We are advocating for scientific societies to investigate inequities and revise practices for inclusivity; develop and empower underrepresented minority leadership; and commit resources in a sustained manner as an investment in underrepresented scientists who bring diverse perspectives and lived experiences to science in academia.
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Affiliation(s)
- Melissa A Carroll
- Department of Anatomy & Cell Biology, School of Medicine and Health Sciences, The George Washington University, Washington, District of Columbia, USA
| | - Shawn Boynes
- American Association for Anatomy, Rockville, Maryland, USA
| | - Loydie A Jerome-Majewska
- Departments of Pediatrics, Human Genetics, and Anatomy and Cell Biology, McGill University Health Centre Glen Site, McGill University, Montreal, Quebec, Canada
| | - Kimberly S Topp
- Department of Physical Therapy and Rehabilitation Science, University of California San Francisco, San Francisco, California, USA
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19
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Mekinda MA, Domecki ML, Goss KH, Dolan ME. Adapting Pathway Programs to the Virtual World: Insights from the Chicago EYES on Cancer Response to COVID-19-Related Disruptions to Training. JOURNAL OF STEM OUTREACH 2021; 4:10.15695/jstem/v4i3.07. [PMID: 35694367 PMCID: PMC9183107 DOI: 10.15695/jstem/v4i3.07] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Since spring 2020, the COVID-19 pandemic has disrupted development of the next generation of cancer researchers and physicians, forcing pathway programs across the nation to cancel, postpone or reinvent education and training activities. Accordingly, the University of Chicago's Chicago EYES on Cancer program was converted to a fully-online format, which prioritized flexibility for the 26 high school and undergraduate trainees, from underrepresented backgrounds, who were eligible to participate. Evaluation data suggest that the program's redesign successfully preserved trainees' access to intellectual, social and financial support despite the pandemic, with 88% of trainees meeting, and most exceeding, program requirements. Data also suggest positive outcomes for trainees, particularly with regard to their understanding of careers in biomedicine, their commitment to and confidence in planning for a research career, and their readiness and self-confidence as researchers. In the immediate term, our experiences offer practical insights for our colleagues similarly challenged to provide high-quality cancer research training within the context of COVID. In the long term, the success of our online programming can be leveraged to extend enrichment opportunities to program alumni, partner schools and other priority groups as a permanent component of the Comprehensive Cancer Center's broad cancer education strategy.
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Affiliation(s)
- Megan A Mekinda
- University of Chicago Medicine Comprehensive Cancer Center, University of Chicago, Chicago, IL
| | - Michelle L Domecki
- University of Chicago Medicine Comprehensive Cancer Center, University of Chicago, Chicago, IL
| | - Kathleen H Goss
- University of Chicago Medicine Comprehensive Cancer Center, University of Chicago, Chicago, IL
| | - M Eileen Dolan
- University of Chicago Medicine Comprehensive Cancer Center, University of Chicago, Chicago, IL
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20
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Olzmann JA. Diversity through equity and inclusion: The responsibility belongs to all of us. Mol Biol Cell 2021; 31:2757-2760. [PMID: 33253074 PMCID: PMC7851857 DOI: 10.1091/mbc.e20-09-0575] [Citation(s) in RCA: 19] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022] Open
Abstract
Despite the recognized benefits of diversity and the decades of programs targeted at increasing diversity in science, technology, engineering, mathematics, and medicine, the underrepresentation of historically excluded groups continues due to persisting systemic inequalities. It is imperative that we reassess our current recruitment strategies and reimagine our campus and workplace environments to provide an inclusive and equitable culture that is free of institutional barriers, affording equal opportunities for each individual to succeed, thrive, and be their whole self. For too long this vision has been the fight of a heroic few, but it must become the fight of all in order to achieve true change. I am working toward, and look forward to, a future where contributing to diversity, equity, and inclusion is fully integrated into the core mission of our institutions and is an expectation for all of us.
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Affiliation(s)
- James A Olzmann
- Department of Molecular and Cell Biology, Department of Nutritional Sciences and Toxicology, and the Miller Institute for Basic Research in Science, University of California, Berkeley, Berkeley, CA 94720, and Chan Zuckerberg Biohub, San Francisco, CA 94158
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21
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Billmyre KK, Bravo Núñez MA, Bishop DK, Cole F. Meiosis in Quarantine discussions lead to an action plan to increase diversity and inclusion within the genetics community. PLoS Genet 2021; 17:e1009648. [PMID: 34264967 PMCID: PMC8282017 DOI: 10.1371/journal.pgen.1009648] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Affiliation(s)
- Katherine K. Billmyre
- Stowers Institute for Medical Research, Kansas City, Missouri, United States of America
| | - María Angélica Bravo Núñez
- Department of Molecular and Cellular Biology, Harvard University, Cambridge, Massachusetts, United States of America
| | - Douglas K. Bishop
- Department of Radiation and Cellular Oncology; Department of Molecular Genetics and Cell Biology, University of Chicago, Chicago, Illinois, United States of America
| | - Francesca Cole
- Department of Epigenetics and Molecular Carcinogenesis, The University of Texas MD Anderson Cancer Center, Smithville, Texas, United States of America
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22
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Abstract
Researchers must conduct research responsibly for it to have an impact and to safeguard trust in science. Essential responsibilities of researchers include using rigorous, reproducible research methods, reporting findings in a trustworthy manner, and giving the researchers who contributed appropriate authorship credit. This "how-to" guide covers strategies and practices for doing reproducible research and being a responsible author. The article also covers how to utilize decision-making strategies when uncertain about the best way to proceed in a challenging situation. The advice focuses especially on graduate students, but is appropriate for undergraduates and experienced researchers. It begins with an overview of responsible conduct of research, research misconduct, and ethical behavior in the scientific workplace. The takeaway message is that responsible conduct of research requires a thoughtful approach to doing research in order to ensure trustworthy results and conclusions, and that researchers receive fair credit. © 2021 Wiley Periodicals LLC.
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Affiliation(s)
- Alison L Antes
- Department of Medicine, Division of General Medical Sciences, Washington University School of Medicine, St. Louis, Missouri
| | - Leonard B Maggi
- Department of Medicine, Division of Molecular Oncology, Siteman Cancer Center, Washington University School of Medicine, St. Louis, Missouri
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23
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Jones HP, Thorpe RJ, Vishwanatha JK. The National Institute of Neurological Disorders and Stroke's efforts on diversifying the neuroscience research workforce. J Neurosci Res 2021; 100:1545-1550. [PMID: 34085300 DOI: 10.1002/jnr.24852] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2021] [Revised: 04/07/2021] [Accepted: 04/15/2021] [Indexed: 11/07/2022]
Abstract
Research innovation that leads to discovery in the battle against neurological disease and disorders requires diverse ideas. The National Institute of Neurological Disorders and Stroke, one of the National Institutes of Health's 27 institutes and centers, strives to reduce the burden of neurological disease and disorders. The National Institutes of Neurologic Disorders and Stroke is very interested in increasing the diversity of researchers by addressing the existing barriers responsible for the low numbers of underrepresented populations from traditionally minority-serving institutions (MSIs) and non-minority serving institutions (non-MSIs). This commentary provides insight on the persistent underrepresentation of racial/ethnic minorities entering neuroscience research careers paths, focusing on multiples levels within the scientific academy and the supportive role that both MSIs and non-MSIs play in increasing diversity in the biomedical research workforce.
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Affiliation(s)
- Harlan P Jones
- Department of Microbiology, Immunology and Genetics, University of North Texas Health Science Center, Fort Worth, TX, USA.,Center for Diversity and International Programs, University of North Texas Health Science Center, Fort Worth, TX, USA.,Texas Center for Health Disparities, University of North Texas Health Science Center, Fort Worth, TX, USA
| | - Roland J Thorpe
- Department of Microbiology, Immunology and Genetics, University of North Texas Health Science Center, Fort Worth, TX, USA.,Hopkins Center for Health Disparities Solutions, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA.,Department of Health, Behavior, and Society, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA
| | - Jamboor K Vishwanatha
- Department of Microbiology, Immunology and Genetics, University of North Texas Health Science Center, Fort Worth, TX, USA.,Center for Diversity and International Programs, University of North Texas Health Science Center, Fort Worth, TX, USA.,Texas Center for Health Disparities, University of North Texas Health Science Center, Fort Worth, TX, USA
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Campos JS, Wherry EJ, Shin S, Ortiz-Carpena JF. Challenging systemic barriers to promote the inclusion, recruitment, and retention of URM faculty in STEM. Cell Host Microbe 2021; 29:862-866. [PMID: 33951460 DOI: 10.1016/j.chom.2021.04.001] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Black/African Americans, Hispanic/Latinxs, and Native Americans remain chronically underrepresented in science, technology, engineering, and math (STEM). Values misalignment, implicit/explicit bias, and hypercompetition in the funding climate disproportionately affect underrepresented minority (URM) postdoctoral fellows transitioning into faculty positions. URM scientists must increase and be given opportunities to establish independent research programs.
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Affiliation(s)
- Jose S Campos
- Division of Allergy and Immunology, Children's Hospital of Philadelphia, Philadelphia, PA 19104, USA; Penn Interdisciplinary Network for Scientists Promoting Inclusion, Retention, and Equity (Penn INSPIRE), University of Pennsylvania, Philadelphia, PA 19104, USA; Immunology Graduate Group, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104, USA.
| | - E John Wherry
- Penn Interdisciplinary Network for Scientists Promoting Inclusion, Retention, and Equity (Penn INSPIRE), University of Pennsylvania, Philadelphia, PA 19104, USA; Institute for Immunology, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104, USA; Department of Systems Pharmacology and Translational Therapeutics, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104, USA
| | - Sunny Shin
- Penn Interdisciplinary Network for Scientists Promoting Inclusion, Retention, and Equity (Penn INSPIRE), University of Pennsylvania, Philadelphia, PA 19104, USA; Department of Microbiology, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104, USA
| | - Jorge F Ortiz-Carpena
- Penn Interdisciplinary Network for Scientists Promoting Inclusion, Retention, and Equity (Penn INSPIRE), University of Pennsylvania, Philadelphia, PA 19104, USA; Immunology Graduate Group, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104, USA; Department of Pathobiology, School of Veterinary Medicine, University of Pennsylvania, Philadelphia, PA 19104, USA.
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Weatherton M, Schussler EE. Success for All? A Call to Re-examine How Student Success Is Defined in Higher Education. CBE LIFE SCIENCES EDUCATION 2021; 20:es3. [PMID: 33635125 PMCID: PMC8108506 DOI: 10.1187/cbe.20-09-0223] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/29/2020] [Revised: 12/17/2020] [Accepted: 12/30/2020] [Indexed: 06/12/2023]
Abstract
A central focus in science education is to foster the success of students who identify as Black, Indigenous, and people of color (BIPOC). However, representation and achievement gaps relative to the majority still exist for minoritized students at all levels of science education and beyond. We suggest that majority groups defining the definitions and measures of success may exert "soft power" over minoritized student success. Using a hegemonic and critical race theory lens, we examined five years of research articles in CBE-Life Sciences Education to explore how success was defined and measured and what frameworks guided the definitions of student success. The majority of articles did not explicitly define success, inherently suggesting "everyone knows" its definition. The articles that did define success often used quantitative, academic outcomes like grade point average and exam scores, despite commonly cited frameworks with other metrics. When students defined success, they focused on different aspects, such as gaining leadership skills and building career networks, suggesting a need to integrate student voice into current success definitions. Using these results, we provide suggestions for research, policy, and practice regarding student success. We urge self-reflection and institutional change in our definitions of success, via consideration of a diversity of student voices.
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Affiliation(s)
- Maryrose Weatherton
- Department of Ecology and Evolutionary Biology, University of Tennessee, Knoxville, TN 37996
| | - Elisabeth E. Schussler
- Department of Ecology and Evolutionary Biology, University of Tennessee, Knoxville, TN 37996
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Zhang Y, Silver JK, Tiwana S, Verduzco-Gutierrez M, Siddiqi J, Khosa F. Physical Medicine and Rehabilitation Faculty Diversity Trends by Sex, Race, and Ethnicity, 2007 to 2018 in the United States. PM R 2021; 13:994-1004. [PMID: 33340253 DOI: 10.1002/pmrj.12537] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2020] [Accepted: 11/10/2020] [Indexed: 11/09/2022]
Abstract
INTRODUCTION Sex and race/ethnicity disparities persist in academic Physical Medicine and Rehabilitation (PM&R). This study contributes to the current body of knowledge by demonstrating changes in academic PM&R by sex and race/ethnicity in multiple categories over a 12-year period. OBJECTIVE To evaluate workforce disparities in academic PM&R by measuring sex and race/ethnicity diversity in academic degree, rank, and tenure status. DESIGN Surveillance study. SETTING AND METHODS Self-reported data for PM&R from the Association of American Medical Colleges (AAMC) annual Faculty Roster report from 2007 to 2018. MAIN OUTCOME MEASURES The 12-year average percentage composition in academic degree, rank, and tenure status was calculated to compare the overall distribution. Counts and proportion changes were plotted to depict the temporal trends. Absolute changes in racial percentage composition were graphed to highlight the progress. RESULTS From 2007 to 2018, the increase by sex was roughly equal (male = 216; female = 236), whereas most of the increase was in White faculty (207). The representation of female and Underrepresented in Medicine (URiM) faculty decreased as academic level advanced. Instructors is the only category with a higher proportion of female faculty, from 2007 (53%) to 2018 (59.3%), whereas male faculty occupied over 75% of the full professor positions at any time. Among the non-White faculty, Asian faculty had the greatest increase in proportion of full professors (3.7% to 10%) and Hispanic/Latino faculty in associate professors (2% to 7.1%), whereas full professors who were Black/African American decreased from 4 persons (2.5%) to 2 persons (0.8%). CONCLUSION An increase in total number of female and URiM faculty was observed in academic PM&R over 2007 to 2018, but sex and ethnicity/race disparities persisted, especially in higher ranks and leadership positions. For non-White faculty, greater disparities existed, pointing toward the need to target challenges faced by URiM race/ethnicity status.
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Affiliation(s)
- Yanru Zhang
- Faculty of Medicine, University of British Columbia, Vancouver, BC, Canada
| | - Julie K Silver
- Department of Physical Medicine and Rehabilitation, Harvard Medical School, Boston, MA, USA.,Spaulding Rehabilitation Hospital, Boston, MA, USA.,Massachusetts General Hospital, Boston, MA, USA.,Brigham and Women's Hospital, Boston, MA, USA
| | - Sabeen Tiwana
- Faculty of Dentistry, University of British Columbia, Vancouver, BC, Canada
| | - Monica Verduzco-Gutierrez
- Department of Rehabilitation Medicine, University of Texas Health Science Center at San Antonio, San Antonio, TX, USA
| | - Javed Siddiqi
- Arrowhead Neurosurgical Medical Group, Colton, CA, USA
| | - Faisal Khosa
- Faculty of Medicine, University of British Columbia, Vancouver, BC, Canada
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The use of strategies from the social sciences to inform pipeline development programs for under-represented minority faculty and students in the health sciences. J Clin Transl Sci 2020; 5:e73. [PMID: 33948291 PMCID: PMC8057427 DOI: 10.1017/cts.2020.566] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022] Open
Abstract
Representation of under-represented minority (URM) faculty in the health sciences disciplines is persistently low relative to both national and student population demographics. Although some progress has been made through nationally funded pipeline development programs, demographic disparities in the various health sciences disciplines remain. As such the development of innovative interventions to help URM faculty and students overcome barriers to advancement remains a national priority. To date, the majority of pipeline development programs have focused on academic readiness, mentorship, and professional development. However, insights from the social sciences literature related to "extra-academic" (e.g., racism) barriers to URM persistence in higher education suggest the limitations of efforts exclusively focused on cognitively mediated endpoints. The purpose of this article is to synthesize findings from the social sciences literature that can inform the enhancement of URM pipeline development programs. Specifically, we highlight research related to the social, emotional, and contextual correlates of URM success in higher education including reducing social isolation, increasing engagement with research, bolstering persistence, enhancing mentoring models, and creating institutional change. Supporting URM's success in the health sciences has implications for the development of a workforce with the capacity to understand and intervene on the drivers of health inequalities.
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28
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Risner LE, Morin XK, Erenrich ES, Clifford PS, Franke J, Hurley I, Schwartz NB. Leveraging a collaborative consortium model of mentee/mentor training to foster career progression of underrepresented postdoctoral researchers and promote institutional diversity and inclusion. PLoS One 2020; 15:e0238518. [PMID: 32870930 PMCID: PMC7462290 DOI: 10.1371/journal.pone.0238518] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/10/2020] [Accepted: 08/18/2020] [Indexed: 11/18/2022] Open
Abstract
Changing institutional culture to be more diverse and inclusive within the biomedical academic community is difficult for many reasons. Herein we present evidence that a collaborative model involving multiple institutions of higher education can initiate and execute individual institutional change directed at enhancing diversity and inclusion at the postdoctoral researcher (postdoc) and junior faculty level by implementing evidence-based mentoring practices. A higher education consortium, the Big Ten Academic Alliance, invited individual member institutions to send participants to one of two types of annual mentor training: 1) “Mentoring-Up” training for postdocs, a majority of whom were from underrepresented groups; 2) Mentor Facilitator training—a train-the-trainer model—for faculty and senior leadership. From 2016 to 2019, 102 postdocs and 160 senior faculty and administrative leaders participated. Postdocs reported improvements in their mentoring proficiency (87%) and improved relationships with their PIs (71%). 29% of postdoc respondents transitioned to faculty positions, and 85% of these were underrepresented and 75% were female. 59 out of the 120 faculty and administrators (49%) trained in the first three years provided mentor training on their campuses to over 3000 undergraduate and graduate students, postdocs and faculty within the project period. We conclude that early stage biomedical professionals as well as individual institutions of higher education benefited significantly from this collaborative mentee/mentor training model
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Affiliation(s)
- Laurie E. Risner
- Department of Pediatrics, University of Chicago, Chicago, Illinois, United States of America
| | - Xenia K. Morin
- Department of Plant Biology, Rutgers University–New Brunswick, New Brunswick, New Jersey, United States of America
| | - Evelyn S. Erenrich
- School of Graduate Studies, Rutgers University–New Brunswick, New Brunswick, New Jersey, United States of America
| | - Philip S. Clifford
- College of Applied Health Sciences, University of Illinois at Chicago, Chicago, Illinois, United States of America
| | - Jeffrey Franke
- College of Behavioral and Social Sciences, University of Maryland, College Park, Maryland, United States of America
| | - Imogen Hurley
- Office of Postdoctoral Studies, University of Wisconsin-Madison, Madison, Wisconsin, United States of America
| | - Nancy B. Schwartz
- Department of Pediatrics and Department of Biochemistry and Molecular Biology, University of Chicago, Chicago, Illinois, United States of America
- * E-mail:
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Bennett CL, Salinas RY, Locascio JJ, Boyer EW. Two decades of little change: An analysis of U.S. medical school basic science faculty by sex, race/ethnicity, and academic rank. PLoS One 2020; 15:e0235190. [PMID: 32735593 PMCID: PMC7394429 DOI: 10.1371/journal.pone.0235190] [Citation(s) in RCA: 29] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/28/2019] [Accepted: 06/11/2020] [Indexed: 11/19/2022] Open
Abstract
To examine changes in U.S. medical school basic science faculty over the last 20 years (1998-2018), we undertook an observational study utilizing data from the American Association of Medical Colleges Faculty Roster. Rank (Instructor, Assistant Professor, Associate Professor, and Professor), sex (Female), and race/ethnicity (Asian, Black or African American, Hispanic, Latino, Spanish Origin, or Multiple Race-Hispanic, and White) were analyzed; this reflected a population of 14,047 (1998) to 18,601 (2018) faculty. Summary percent of faculty in various gender, race/ethnicity origin categories were analyzed across years of the study using regression models. We found that females (24.47% to 35.32%) were underrepresented at all timepoints and a minority of faculty identified as Black or African American (1.57% to 1.99%), Hispanic, Latino, Spanish Origin, or Multiple Race-Hispanic (3.03% to 4.44%), or Asian (10.90% to 20.41%). The largest population at all time points was White Male Professors (30.53% to 20.85%), followed by White Male Associate Professors (15.67% to 9.34%), and White Male Assistant Professors (13.22% to 9.75%). Small statistically significant increases were observed among female faculty and faculty at multiple ranks who identified as Black or African American or Hispanic, Latino, Spanish Origin, or Multiple Race-Hispanic. We then completed secondary analyses looking at the interaction of race/ethnicity and Gender. We found: (1) a significant increase (p<0.0001) in both genders who identify as Asian although males had a higher rate of increase (6 point difference, p<0.0001); (2) a significant increase for Black or African American females (P<0.01) not found among males; (3) significant increases (p<0.0001) among both genders of faculty who identify as Hispanic, Latino, Spanish Origin, or Multiple Race-Hispanic although females had an approximately 1% higher rate of increase; and (4) among faculty who identify as White, males had a significant decrease (p<0.0001) while females demonstrated an increase (p<0.0001).
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Affiliation(s)
- Christopher L. Bennett
- Brigham and Women’s Hospital, Boston, Massachusetts, United States of America
- Massachusetts General Hospital, Boston, Massachusetts, United States of America
- Harvard Medical School, Boston, Massachusetts, United States of America
| | - Raquel Y. Salinas
- The University of Texas MD Anderson Cancer Center UTHealth Graduate School of Biomedical Sciences, Houston, Texas, United States of America
| | - Joseph J. Locascio
- Massachusetts General Hospital, Boston, Massachusetts, United States of America
- Harvard Medical School, Boston, Massachusetts, United States of America
| | - Edward W. Boyer
- Brigham and Women’s Hospital, Boston, Massachusetts, United States of America
- Harvard Medical School, Boston, Massachusetts, United States of America
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Margherio C, Horner-Devine MC, Mizumori SJ, Yen JW. Connecting Counterspaces and Community Cultural Wealth in a Professional Development Program. RACE, ETHNICITY AND EDUCATION 2020; 26:772-792. [PMID: 37745197 PMCID: PMC10512900 DOI: 10.1080/13613324.2020.1798378] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/28/2019] [Accepted: 07/15/2020] [Indexed: 09/26/2023]
Abstract
This qualitative study analyzes the relationship between two concepts from critical race theory-counterspaces and community cultural wealth. Counterspaces are supportive, identity-affirming community spaces, while community cultural wealth highlights the importance of the knowledge, skills, and networks used by individuals belonging to marginalized groups to successfully navigate academia. This study investigates the hypothesis that the processes operating within counterspaces serve to strengthen an individual's access to their community cultural wealth. The study site is BRAINS, a U.S.-based professional development program for early-career academic neuroscientists from underrepresented groups. Findings revealed that two types of counterspace processes (narrative identity work and direct relational transactions) and three types of community cultural wealth (aspirational capital, social capital, and navigational capital) are most salient within BRAINS. After examining the complex interactions connecting counterspace processes and community cultural wealth, we offer recommendations for future professional development programs and research designed to broaden participation in academia.
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Affiliation(s)
- Cara Margherio
- Center for Evaluation & Research for STEM Equity, University of Washington, Seattle, WA, USA
| | - M. Claire Horner-Devine
- ADVANCE Center for Institutional Change, University of Washington, Seattle, WA, USA
- Counterspace Consulting, Seattle, WA, USA
| | | | - Joyce W. Yen
- ADVANCE Center for Institutional Change, University of Washington, Seattle, WA, USA
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Abstract
Neuroscience is one of the fastest growing fields and highlights the excitement about research, but it also demonstrates the impact that our large scientific community can make in prioritizing equity and inclusion throughout science. I discuss strategies at multiple systemic levels where opportunities and interventions could be implemented to enhance neuroscience workforce diversity.
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Affiliation(s)
- Michelle Jones-London
- Office of Programs to Enhance Neuroscience Workforce Diversity (OPEN), National Institute of Neurological Disorders and Stroke, NIH, Rockville, MD, USA.
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Abstract
Through targeted recruitment and interventions to support their success during training, the fraction of trainees (graduate students and postdoctoral fellows) in academic science from historically underrepresented groups has steadily increased. However, this trend has not translated to a concomitant increase in the number of faculty from these underrepresented groups. Here, I focus on proven strategies that departments and research institutions can develop to increase equity in faculty hiring and promotion to address the lack of racial and gender diversity among their faculty.
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Affiliation(s)
- Needhi Bhalla
- Department of Molecular, Cell and Developmental Biology, University of California, Santa Cruz, Santa Cruz, CA 95064
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33
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Altman MR, McLemore MR, Oseguera T, Lyndon A, Franck LS. Listening to Women: Recommendations from Women of Color to Improve Experiences in Pregnancy and Birth Care. J Midwifery Womens Health 2020; 65:466-473. [PMID: 32558179 DOI: 10.1111/jmwh.13102] [Citation(s) in RCA: 70] [Impact Index Per Article: 17.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2019] [Revised: 02/10/2020] [Accepted: 02/13/2020] [Indexed: 12/13/2022]
Abstract
INTRODUCTION Women of color are at increased risk for poor birth outcomes, often driven by upstream social determinants and socially structured systems. Given the increasing rate of maternal mortality in the United States, particularly for women of color, there is a pressing need to find solutions to improving care quality and access for racially marginalized communities. This study aims to describe and thematically analyze the recommendations to improve pregnancy and birth care made by women of color with lived experience of perinatal health care. METHODS Twenty-two women of color living in the San Francisco Bay Area and receiving support services from a community-based nonprofit organization participated in semistructured interviews about their experiences receiving health care during pregnancy and birth. Interviews were audio-recorded and transcribed, and transcripts were analyzed using thematic analysis to highlight recommendations for improving perinatal care experiences. RESULTS Participants shared experiences and provided recommendations for improving care at the individual health care provider level, including spending quality time, relationship building and making meaningful connections, individualized person-centered care, and partnership in decision making. At the health systems level, recommendations included continuity of care, racial concordance with providers, supportive health care system structures to meet the needs of women of color, and implicit bias trainings and education to reduce judgment, stereotyping, and discrimination. DISCUSSION Participants in this study shared practical ways that health care providers and systems can improve pregnancy and birth care experiences for women of color. In addition to the actions needed to address the recommendations, health care providers and systems need to listen more closely to women of color as experts on their experiences in order to create effective change. Community-centered research, driven by and for women of color, is essential to improve health disparities during pregnancy and birth.
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Affiliation(s)
- Molly R Altman
- University of Washington School of Nursing, Seattle, Washington.,Preterm Birth Initiative, University of California San Francisco, San Francisco, California
| | - Monica R McLemore
- Preterm Birth Initiative, University of California San Francisco, San Francisco, California.,University of California, San Francisco School of Nursing, San Francisco, California
| | - Talita Oseguera
- University of California, San Francisco School of Nursing, San Francisco, California
| | - Audrey Lyndon
- New York University Rory Meyers College of Nursing, New York, New York
| | - Linda S Franck
- Preterm Birth Initiative, University of California San Francisco, San Francisco, California.,University of California, San Francisco School of Nursing, San Francisco, California
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Abstract
Inequalities are prevalent across the spectrum of cancer research and patient care, with destructive repercussions for people and society. We cannot ignore them and must act against the social injustices that perpetuate them.
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Clement L, Dorman JB, McGee R. The Academic Career Readiness Assessment: Clarifying Hiring and Training Expectations for Future Biomedical Life Sciences Faculty. CBE LIFE SCIENCES EDUCATION 2020; 19:ar22. [PMID: 32453674 PMCID: PMC8697666 DOI: 10.1187/cbe.19-11-0235] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/14/2019] [Revised: 02/18/2020] [Accepted: 02/26/2020] [Indexed: 05/27/2023]
Abstract
We describe here the development and validation of the Academic Career Readiness Assessment (ACRA) rubric, an instrument that was designed to provide more equity in mentoring, transparency in hiring, and accountability in training of aspiring faculty in the biomedical life sciences. We report here the results of interviews with faculty at 20 U.S. institutions that resulted in the identification of 14 qualifications and levels of achievement required for obtaining a faculty position at three groups of institutions: research intensive (R), teaching only (T), and research and teaching focused (RT). T institutions hire candidates based on teaching experience and pedagogical practices and ability to serve diverse student populations. RT institutions hire faculty on both research- and teaching-related qualifications, as well as on the ability to support students in the laboratory. R institutions hire candidates mainly on their research achievements and potential. We discuss how these hiring practices may limit the diversification of the life science academic pathway.
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Affiliation(s)
- Laurence Clement
- Office of Career and Professional Development, University of California, San Francisco, San Francisco, CA 94143
- Department of Social and Behavioral Sciences, University of California, San Francisco, San Francisco, CA 94143
| | - Jennie B. Dorman
- Office of Career and Professional Development, University of California, San Francisco, San Francisco, CA 94143
| | - Richard McGee
- Feinberg School of Medicine, Northwestern University, Chicago, IL 60611
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Hagan AK, Pollet RM, Libertucci J. Suggestions for Improving Invited Speaker Diversity To Reflect Trainee Diversity. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2020; 21:jmbe-21-22. [PMID: 32313591 PMCID: PMC7148143 DOI: 10.1128/jmbe.v21i1.2105] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/01/2019] [Accepted: 02/28/2020] [Indexed: 05/27/2023]
Abstract
Within the field of biomedical research in the United States, the proportion of underrepresented minorities at the Full Professor level has remained consistently low, even though trainee demographics are becoming more diverse. Underrepresented groups face a complex set of barriers to achieving faculty status, including imposter syndrome, increased performance expectations, and patterns of exclusion. Institutionalized racism and sexism have contributed to these barriers and perpetuated policy that excludes underrepresented minorities. These barriers can contribute to decreased feelings of belonging, which may result in decreased retention of underrepresented minorities. Though some universities have altered their hiring practices to increase the number of underrepresented minorities in the applicant pool, these changes have not been sufficient. Here we argue that departmental invited seminar series can be used to provide trainees with scientific role models and increase their sense of belonging while institutions work towards more inclusive policy. In this study, we investigated the demographics (gender and race) of invited seminar speakers over 5 years to the Department of Microbiology and Immunology at the University of Michigan. We also investigated current trainee demographics and compared them to invited speaker demographics to gauge if our trainees were being provided with representation of themselves. We found that invited speaker demographics were skewed towards Caucasian men, and our trainee demographics were not being represented. From these findings, we proposed policy change within the department to address how speakers are being invited with the goal of increasing speaker diversity to better reflect trainee diversity. To facilitate this process, we developed a set of suggestions and a web-based resource that allows scientists, committees, and moderators to identify members of underserved groups. These resources can be easily adapted by other fields or subfields to promote inclusion and diversity at seminar series, conferences, and colloquia.
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Affiliation(s)
- Ada K. Hagan
- Corresponding author. Current address: Alliance SciComm & Consulting, 215 S. Main Street #755, Linden, MI 48451. Phone: 810-266-0591. E-mail:
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Segarra VA, Blatch S, Boyce M, Carrero-Martinez F, Aguilera RJ, Leibowitz MJ, Zavala M, Hammonds-Odie L, Edwards A. Scientific Societies Advancing STEM Workforce Diversity: Lessons and Outcomes from the Minorities Affairs Committee of the American Society for Cell Biology. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2020; 21:jmbe-21-8. [PMID: 32313596 PMCID: PMC7148148 DOI: 10.1128/jmbe.v21i1.1941] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/29/2019] [Accepted: 11/15/2019] [Indexed: 06/02/2023]
Abstract
Promoting diversity and inclusiveness in the STEM academic workforce remains a key challenge and national priority. Scientific societies can play a significant role in this process through the creation and implementation of programs to foster STEM academic workforce diversification, and by providing mentoring and skills development training that empower scientists from under-represented minority (URM) backgrounds to succeed in their communities of practice. In this article, we provide examples of challenges met by scientific societies in these areas and present data from the American Society for Cell Biology, highlighting the benefits received by trainees through long-term engagement with its programs. The success of these initiatives illustrates the impact of discipline-specific programming by scientific societies in supporting the development of URM scientists and an increasingly diverse and inclusive academic STEM community.
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Affiliation(s)
- Verónica A. Segarra
- Minorities Affairs Committee, American Society for Cell Biology, Bethesda, MD 20814
- Department of Biology, High Point University, High Point, NC 27268
| | - Sydella Blatch
- Minorities Affairs Committee, American Society for Cell Biology, Bethesda, MD 20814
- American Society for Cell Biology, Bethesda, MD 20852
| | - Michael Boyce
- Minorities Affairs Committee, American Society for Cell Biology, Bethesda, MD 20814
- Department of Biochemistry, Duke University, Durham, NC 27710
| | - Franklin Carrero-Martinez
- Minorities Affairs Committee, American Society for Cell Biology, Bethesda, MD 20814
- National Academy of Sciences, Washington, DC 20001
| | - Renato J. Aguilera
- Minorities Affairs Committee, American Society for Cell Biology, Bethesda, MD 20814
- Department of Biological Sciences, University of Texas at El Paso, El Paso, TX 79968
| | - Michael J. Leibowitz
- Minorities Affairs Committee, American Society for Cell Biology, Bethesda, MD 20814
- Department of Medical Microbiology and Immunology, University of California, Davis, Davis, CA 95616
| | - MariaElena Zavala
- Minorities Affairs Committee, American Society for Cell Biology, Bethesda, MD 20814
- Department of Biology, California State University, Northridge, Northridge, CA 91330
| | - Latanya Hammonds-Odie
- Minorities Affairs Committee, American Society for Cell Biology, Bethesda, MD 20814
- Department of Biology, School of Science and Technology, Georgia Gwinnett College, Lawrenceville, GA 30043
| | - Ashanti Edwards
- Minorities Affairs Committee, American Society for Cell Biology, Bethesda, MD 20814
- American Society for Cell Biology, Bethesda, MD 20852
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Smolock E, Robert J. Broadening and Strengthening Underrepresented Group Inclusion in Immunological Research. Front Immunol 2020; 11:465. [PMID: 32256499 PMCID: PMC7089953 DOI: 10.3389/fimmu.2020.00465] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2019] [Accepted: 02/28/2020] [Indexed: 11/13/2022] Open
Abstract
Promoting diversity across biomedical fields is crucial for building comprehensive and innovative research programs, as well as providing trainees from underrepresented groups (URGs) the ability to establish agency and develop skills in a culturally and structurally supportive environment. Despite this awareness, there is still a lack of students from URGs being trained for independent research careers. The Immunology, Microbiology, and Virology (IMV) graduate program at the University of Rochester School of Medicine and Dentistry (URSMD) has been working for the last 13 years to increase diversity through an NIH funded Post-baccalaureate Research Education Program (PREP). Historically, our program has trained URG scholars in Immunology, but as we have progressed we have embraced the understanding that both the scholars and the institution benefit from expanding the interdisciplinary nature of our program. Over the last 3 years, we have integrated a broader and highly collaborative faculty mentor pool, including representation from Immunology, Microbiology, Virology, Neuroscience, Genetics, Biochemistry, Biophysics, Toxicology, and Biomedical Engineering. This expansion, coupled with changes in our education program, including skill building workshops and cross campus integration with our student diversity groups and the Office of Diversity and Inclusion, has strengthened the competitiveness and success of our cohorts. These improvements are enhancing the diversity of our graduate school, creating a research environment that retains students from URGs in biomedical research. We attribute our success to the interdisciplinary and team-building nature of our pipeline program, as well as the URSMD's initiatives to be a more inclusive and equitable institution.
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Affiliation(s)
- Elaine Smolock
- Department of Microbiology and Immunology, University of Rochester School of Medicine and Dentistry, Rochester, NY, United States.,Center for Professional Development, Graduate Education and Postdoctoral Affairs, University of Rochester School of Medicine and Dentistry, Rochester, NY, United States
| | - Jacques Robert
- Department of Microbiology and Immunology, University of Rochester School of Medicine and Dentistry, Rochester, NY, United States
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Cameron C, Lee HY, Anderson CB, Trachtenberg J, Chang S. The role of scientific communication in predicting science identity and research career intention. PLoS One 2020; 15:e0228197. [PMID: 32074107 PMCID: PMC7029843 DOI: 10.1371/journal.pone.0228197] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2019] [Accepted: 01/09/2020] [Indexed: 11/19/2022] Open
Abstract
The number of biomedical sciences PhDs persisting in academic faculty careers has been declining. As one potential influence on trainees’ intention to persist, we investigate the development of scientific communication (SC) skills, hypothesizing that attitudes and behaviors regarding scientific writing, speaking, and presenting predict academic research career intention, through science identity. After adapting a social-cognitive career theoretical model of SC to include science identity and mentor practices, we conducted a longitudinal survey of 185 doctoral and postdoctoral fellows. Structural equation modeling was used to examine relationships among SC productivity, SC self-efficacy, SC outcome expectations, mentor practices in SC, science identity, and research career intention. Results confirmed the overall model and revealed additional specific pathways: SC productivity and SC outcome expectations directly predicted career intention; SC productivity and mentor practices predicted science identity through SC self-efficacy. Demographic factors did not predict intention when controlling for SC variables. Findings support a model of SC skill development as a predictor of research career intention (R2 = .32). The finding that SC language use predicts science identity has important sociolinguistic implications. The key factors in this process are actionable at the trainee, mentor, and institutional levels, suggesting potential for SC interventions to increase career persistence.
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Affiliation(s)
- Carrie Cameron
- Division of Cancer Prevention and Population Sciences, Cancer Prevention Research Training Program, The University of Texas MD Anderson Cancer Center, Houston, Texas, United States of America
- * E-mail:
| | - Hwa Young Lee
- Division of Cancer Prevention and Population Sciences, Cancer Prevention Research Training Program, The University of Texas MD Anderson Cancer Center, Houston, Texas, United States of America
| | - Cheryl B. Anderson
- Division of Cancer Prevention and Population Sciences, Cancer Prevention Research Training Program, The University of Texas MD Anderson Cancer Center, Houston, Texas, United States of America
| | - Jordan Trachtenberg
- Office of Institutional Research, Planning, and Assessment, Rose-Hulman Institute of Technology, Terre Haute, Indiana, United States of America
| | - Shine Chang
- Division of Cancer Prevention and Population Sciences, Cancer Prevention Research Training Program, The University of Texas MD Anderson Cancer Center, Houston, Texas, United States of America
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Lambert WM, Wells MT, Cipriano MF, Sneva JN, Morris JA, Golightly LM. Career choices of underrepresented and female postdocs in the biomedical sciences. eLife 2020; 9:48774. [PMID: 31898935 PMCID: PMC6977964 DOI: 10.7554/elife.48774] [Citation(s) in RCA: 35] [Impact Index Per Article: 8.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2019] [Accepted: 01/02/2020] [Indexed: 12/01/2022] Open
Abstract
The lack of diversity among faculty at universities and medical schools in the United States is a matter of growing concern. However, the factors that influence the career choices of underrepresented minority and female postdoctoral researchers have received relatively little attention. Here we report the results of a survey of 1284 postdocs working in the biomedical sciences in the US. Our findings highlight possible reasons why some underrepresented minority and female postdocs choose not to pursue careers in academic research, and suggest interventions that could be taken in the early stages of postdoctoral training to prevent this attrition of underrepresented groups.
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Affiliation(s)
- W Marcus Lambert
- Department of Medicine, Weill Cornell Medicine, New York, United States.,Weill Cornell Graduate School of Medical Sciences, Weill Cornell Medicine, New York, United States
| | - Martin T Wells
- Department of Statistics and Data Science, Cornell University, Ithaca, United States
| | - Matthew F Cipriano
- Weill Cornell Graduate School of Medical Sciences, Weill Cornell Medicine, New York, United States
| | - Jacob N Sneva
- Weill Cornell Graduate School of Medical Sciences, Weill Cornell Medicine, New York, United States
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Estrada M, Zhi Q, Nwankwo E, Gershon R. The Influence of Social Supports on Graduate Student Persistence in Biomedical Fields. CBE LIFE SCIENCES EDUCATION 2019; 18:ar39. [PMID: 31441719 PMCID: PMC6755307 DOI: 10.1187/cbe.19-01-0029] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/01/2019] [Revised: 05/31/2019] [Accepted: 06/03/2019] [Indexed: 06/10/2023]
Abstract
Pathways to biomedical careers are not being pursued with equal vigilance among all students. Emerging research shows that historically underrepresented (HU) students who maintain a strong science identity are more likely to persist. However, the influence of social support on persistence is less studied, especially as it relates to science identity among doctoral students. To fill this gap, a 1-year study to assess similarities and differences among 101 HU and majority biomedical doctoral students was conducted to measure the extent to which 1) they report equivalent experiences of social support, science identity, and intentions to persist; 2) their experiences of social support predict intentions to persist 1 year later; and 3) science identity mediates the relationship between social support and intentions to persist in biomedical career pathways. Data were collected using online surveys. Results indicated that science identity significantly mediated the relationship between professional network support and persistence a year later for majority students. In contrast, for HU students, science identity mediated the relationship between instrumental, psychosocial, friend and family support, and persistence a year later. These study results provide evidence that reinforcing mentoring programs and support systems will be beneficial, especially for HU students.
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Affiliation(s)
- Mica Estrada
- Department of Social and Behavioral Sciences, Institute for Health and Aging, University of California, San Francisco, San Francisco, CA 94118
| | - Qi Zhi
- Philip R. Lee Institute for Health Policy Studies, University of California, San Francisco, San Francisco, CA 94118
| | - Ezinne Nwankwo
- Philip R. Lee Institute for Health Policy Studies, University of California, San Francisco, San Francisco, CA 94118
- Jonathan and Karin Fielding School of Public Health, University of California, Los Angeles, Los Angeles, CA 90095
| | - Robyn Gershon
- Philip R. Lee Institute for Health Policy Studies, University of California, San Francisco, San Francisco, CA 94118
- Department of Epidemiology, College of Global Public Health, New York University, New York, NY 10003
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42
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Gender disparities among independent fellows in biomedical research. Nat Biotechnol 2019; 36:1018-1021. [PMID: 30307910 DOI: 10.1038/nbt.4274] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/26/2022]
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43
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A look at the increasing demographic representation within behavioral medicine. J Behav Med 2019; 42:57-66. [PMID: 30825089 DOI: 10.1007/s10865-018-9983-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2018] [Accepted: 10/22/2018] [Indexed: 10/27/2022]
Abstract
Meeting the behavioral medicine research and clinical needs of an increasingly diverse United States population is an issue of national concern. We examine the trends in the demographic representation of the behavioral medicine scientific workforce through an analysis of the training grants funded by National Institutes of Health for the field of behavioral medicine from 1980 to 2018. We report the topics of these training grants, and we depict the demographic representation of the training leaders. We provide the demographic representation of the trainees, and of the first authors of publications reported within those training grants. Finally, we report the topics addressed in these behavioral medicine publications, to determine if topic diversity increased as the behavioral medicine scientific workforce diversified. Visualizations are presented that tell a story of how we have, and have not, advanced representation within the field of behavioral medicine. Best practices for launching future successful behavioral medicine scientists are then presented, to ensure optimal representation and diversification occurs in our workforce, our science, and our delivery of our clinical care.
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Tennial RE, Solomon ED, Hammonds-Odie L, McDowell GS, Moore M, Roca AI, Marcette J. Formation of the Inclusive Environments and Metrics in Biology Education and Research (iEMBER) Network: Building a Culture of Diversity, Equity, and Inclusion. CBE LIFE SCIENCES EDUCATION 2019; 18:mr1. [PMID: 30735086 PMCID: PMC6757218 DOI: 10.1187/cbe.18-03-0042] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/22/2023]
Abstract
The Inclusive Environments and Metrics in Biology Education and Research (iEMBER) network is a newly forming national community of practice that engages diversity, equity, and inclusion stakeholders in interdisciplinary collaborative projects. iEMBER was initiated with incubator funding from the National Science Foundation program for Research Coordination Networks in Undergraduate Biology Education. In June 2017, biology education researchers, social scientists, biologists, and program and policy administrators, all with interests in diversity, equity, and inclusion, met to lay the foundation for the iEMBER network. iEMBER provides a distinct forum to coordinate efforts through networking, professional development, and the initiation of collaborative research. iEMBER advances science, technology, engineering, and mathematics reform focused on diversity, equity, and inclusion through the initiation of research teams at the iEMBER biennial conference and outreach efforts at discipline-specific meetings and conferences. The focus of iEMBER is on understanding how to create inclusive, supportive, and engaging environments to foster the success of all biology students and trainees. This report focuses on the structure of the iEMBER network, two takeaways that emerged from the 2017 conference (interdisciplinary networking/collaboration and intradisciplinary broadening participation strategies), and ways for prospective members to engage in ongoing dialogue and future events. Learn more at http://iember.org .
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Affiliation(s)
- Rachel E. Tennial
- Department of Psychology, University of Arkansas at Little Rock, Little Rock, AR 72204
| | - Erin D. Solomon
- Center for Integrative Research on Cognition, Learning, and Education, Washington University in St. Louis, St. Louis, MO 63130
| | - Latanya Hammonds-Odie
- School of Science and Technology, Georgia Gwinnett College, Lawrenceville, GA 30046
| | | | - Michael Moore
- Department of Biology, Baylor University, Waco, TX 76706
| | | | - Jana Marcette
- Department of Mathematics and Natural Sciences, Harris-Stowe State University, St. Louis, MO 63103
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Fromherz S, Whitaker-Fornek JR, Sharp AA. Classroom-Based Research Experiences to Support Underserved STEM Student Success: From Introductory Inquiry to Optogenetics in the Embryonic Chicken. JOURNAL OF UNDERGRADUATE NEUROSCIENCE EDUCATION : JUNE : A PUBLICATION OF FUN, FACULTY FOR UNDERGRADUATE NEUROSCIENCE 2018; 17:A97-A110. [PMID: 30618506 PMCID: PMC6312144] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Subscribe] [Scholar Register] [Received: 08/09/2018] [Revised: 10/16/2018] [Accepted: 10/24/2018] [Indexed: 06/09/2023]
Abstract
In order to help overcome barriers to success for undergraduate STEM students from disadvantaged backgrounds, we developed two classroom-based research experiences (REs), Connecting Life (CL) and the Summer Research Institute (SRI). These REs were implemented over a two-year period (2014-2015) for regional community college students as part of the Southern Illinois Bridges to the Baccalaureate (SI Bridges) program. CL and SRI, broadly centered in biomedical sciences research, are designed to be offered in tandem. CL utilizes a guided inquiry approach with microscopy work-stations in experimental cell biology to experientially introduce research while building skills and confidence. CL serves as the gateway experience for the SRI, an intensive summer RE in which scholars engage in authentic research using modern technologies including optogenetics. We piloted the REs in year 1 (9 scholars) and made refinements in year 2 (10 scholars). Participants ("Bridges scholars") were enrolled full-time at one of two regional, rural community colleges, and came on-site to Southern Illinois University at Carbondale (SIUC) for the paid REs. Here we report the development, design and implementation of CL and the SRI, and report improved STEM research-related attitudes and aptitudes as a result of these experiences. Our findings suggest that guided inquiry with increasingly technical authentic research projects in a classroom-based and supportive learning community-style setting is a positive model for the transformation of underserved community college students into confident, motivated scientists with research-ready skills, and is likely translatable to other research novices.
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Affiliation(s)
- Sylvia Fromherz
- Department of Biology, Saginaw Valley State University, University Center, MI 48710
- Department of Plant Biology, Southern Illinois University, Carbondale, IL 62901
| | | | - Andrew A. Sharp
- Department of Physiology, Southern Illinois University, Carbondale, IL 62901
- Department of Anatomy, Southern Illinois University, Carbondale, IL 62901
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Affiliation(s)
- Ron Daniels
- Johns Hopkins University, Baltimore, Maryland
| | - Victor Dzau
- National Academy of Medicine, Washington, DC
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