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1.
Successfully recruiting students from underrepresented groups to pursue biomedical science research careers continues to be a challenge. Early exposure to scientific research is often cited as a powerful means to attract research scholars with the research mentor being critical in facilitating the development of an individual''s science identity and career; however, most mentors in the biological sciences have had little formal training in working with research mentees. To better understand mentors’ experiences working with undergraduates in the laboratory, we conducted semistructured interviews with 15 research mentors at a public university in the Midwest. The interviewed mentors were part of a program designed to increase the number of American Indians pursuing biomedical/biobehavioral research careers and represented a broad array of perspectives, including equal representation of male and female mentors, mentors from underrepresented groups, mentors at different levels of their careers, and mentors from undergraduate and professional school departments. The mentors identified benefits and challenges in being an effective mentor. We also explored what the term underrepresented means to the mentors and discovered that most of the mentors had an incomplete understanding about how differences in culture could contribute to underrepresented students’ experience in the laboratory. Our interviews identify issues relevant to designing programs and courses focused on undergraduate student research.  相似文献   

2.
In this paper, we examine the impact of implementing three systemic practices on the diversity and institutional culture in biomedical and public health PhD training at Brown University. We hypothesized that these practices, designed as part of the National Institutes of Health–funded Initiative to Maximize Student Development (IMSD) program in the Division of Biology and Medicine, would have a positive effect on underrepresented minority (URM) recruitment and retention and objective measures of student success. These practices include: 1) develop strategic partnerships with selected undergraduate institutions; 2) provide a personalized education program of student support and skill-based modules to supplement discipline-based course work; and 3) transform institutional culture by engaging faculty in supporting diversity-related goals and practices. Data comparing URM numbers and key academic milestones before and after implementation of IMSD practices support the initial hypothesis and effectiveness of these practices at Brown. Program components are broadly applicable as best practices for others seeking to improve URM recruitment and achievements of graduate students traditionally underrepresented in the sciences.  相似文献   

3.
Internships are an effective way of connecting high school students in a meaningful manner to the sciences. Disadvantaged minorities have fewer opportunities to participate in internships, and are underrepresented in both science, technology, engineering, and mathematics majors and careers. We have developed a Summer Academic Research Experience (SARE) program that provides an enriching academic internship to underrepresented youth. Our program has shown that to have a successful internship for these disadvantaged youth, several issues need to be addressed in addition to scientific mentoring. We have found that it is necessary to remediate and/or fortify basic academic skills for students to be successful. In addition, students need to be actively coached in the development of professional skills, habits, and attitudes necessary for success in the workplace. With all these factors in place, these youths can become better students, compete on a more level playing field in their internships, and increase their potential of participating actively in the sciences in the future.  相似文献   

4.
As the United States becomes more racially and ethnically diverse and draws more students from across the globe, more representative data are needed to understand at-risk and underrepresented populations in higher education, particularly in the science, technology, engineering, and mathematics (STEM) fields. The authors argue that the current reporting standards for the Integrated Postsecondary Education Data System (IPEDS) result in the misrepresentation of racial and ethnic populations in STEM by forcing non-U.S. students into a “master status” category regardless of their racial or ethnic group membership. This study uses data from IPEDS and the American Community Survey to estimate the possible misrepresentation of reported bachelor degree completions by racial and ethnic group and citizenship status in the biological and biomedical sciences and engineering. We found that nearly all of the racial and ethnic groups in IPEDS may be significantly misreported because of the reporting standards for U.S. citizenship. With these findings, various implications are discussed, including higher education decision-making policies; interpretation of academic and social experiences of diverse peoples (race, ethnicity, and nationality); and creation of effective structures for academic success, particularly for students of color, regardless of citizenship.  相似文献   

5.
Minority students continue to be underrepresented among those who seek graduate and professional degrees in the sciences. Much previous research has focused on academic preparation. Equally important, however, are the psychological–social barriers and lack of institutional support encountered by many minority students. We present a case study of a university-sponsored intervention program for minority science majors that addresses not only academics, but also socialization into the academic community, networking, and the ability to practice newfound skills and dispositions through undergraduate research. In examining this case, we suggest that concerted, formal efforts toward expanding habitus and thereby augmenting cultural and social capital may have positive effects for underrepresented minority (URM) college students’ academic and career prospects. Moreover, we argue that these differences complement the gains program participants make in academic preparedness, showing that attention to academics alone may be insufficient for addressing longstanding inequities in science career attainment among URM students.  相似文献   

6.
Informal environments provide students with unique experiences that allow them to actively participate in activities while promoting a positive attitude toward and an increased interest in science. One way to enhance informal science experiences is through the integration of mobile technologies. This integration is particularly useful in engaging underrepresented students in learning science. Our informal environmental science program engages underrepresented, fifth-grade students in an informal learning environment supplemented with mobile tablet technology (iPads). The purpose of this study was to explore how fifth-grade students interacted with nature using mobile technology during a nature hike series. Participants included 55 fifth-grade students from two low-income schools. We found that students used the mobile technology to explore nature and stay engaged throughout the hike. The iPads were used as references, data collectors, and engagement tools. Students had an intense desire in returning to the site and responded positively toward interacting with nature. Prior research has indicated that students in this age group are likely to lose interest in science and the incorporation of field-friendly technology that engages students with nature, not technology alone, is a useful tool for keeping students interested in science.  相似文献   

7.
This study explores how activities developed by science experts in partnership with middle school teachers were employed and interpreted. The goals of this partnership were to (a) help the science teacher meet earth science content standards in new ways, (b) expose students to ‘real world’ experiences outside their school setting, and (c) positively impact teacher practice by providing a program to be used as a catalyst for future learning. Over 300 sixth graders mostly underrepresented science students attended activities at an aquarium serving an urban West Coast urban context. Science teachers, non-science teachers, scientists, and volunteers were all engaged in pre-trip instruction, professional development opportunities, and follow-up activities as this partnership effort explored ways to enhance local literacy initiatives across the curriculum. Results suggest that teacher beliefs about informal education impacted their view and participation in the program and the level of submersion of teachers in collaboration strongly affects the ability to serve underrepresented students on informal excursions. Implications for teacher education and outreach are discussed.  相似文献   

8.
The present study examined the reliability of student evaluations of summer undergraduate research experiences using the SURE (Survey of Undergraduate Research Experiences) and a follow-up survey disseminated 9 mo later. The survey further examines the hypothesis that undergraduate research enhances the educational experience of science undergraduates, attracts and retains talented students to careers in science, and acts as a pathway for minority students into science careers. Undergraduates participated in an online survey on the benefits of undergraduate research experiences. Participants indicated gains on 20 potential benefits and reported on career plans. Most of the participants began or continued to plan for postgraduate education in the sciences. A small group of students who discontinued their plans for postgraduate science education reported significantly lower gains than continuing students. Women and men reported similar levels of benefits and similar patterns of career plans. Undergraduate researchers from underrepresented groups reported higher learning gains than comparison students. The results replicated previously reported data from this survey. The follow-up survey indicated that students reported gains in independence, intrinsic motivation to learn, and active participation in courses taken after the summer undergraduate research experience.  相似文献   

9.
Given the large continued investment by the federal government in programs that promote academic success and the pursuit of advanced degrees in the sciences among members groups traditionally underrepresented in the sciences, there is a strong need for research which provides rigorous investigations of these programs and their impact on the target population. The current study examines programs funded by the National Institutes of Health Minority Opportunities in Research (MORE) Division Office intended to address this underrepresentation at a minority serving comprehensive university. Academic outcomes, including college graduation and acceptance into graduate programs, among undergraduate program participants are compared against a propensity score matched comparison group. Results indicate that students supported by the MORE programs had higher GPAs at graduation, took less time to graduate, and were more likely to both graduate with a science degree and enter Master's and doctoral programs in the sciences. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 49: 199–217, 2012  相似文献   

10.
The purpose of this study is to explore key factors that impact the college transition of aspiring underrepresented minority students in the biomedical and behavioral sciences, in comparison with White, Asian students and non-science minority students. We examined successful management of the academic environment and sense of belonging during the first college year. Longitudinal data were derived from the Higher Education Research Institute’s (HERI) 2004 Cooperative Institutional Research Program (CIRP) Freshman Survey and the 2005 Your First College Year (YFCY) Survey. Using a reformulation of the integration model (Nora, Barlow, and Crisp, 2005), we find concerns about college financing, negotiating family support and responsibility, and campus racial dynamics (perceived and behavioral) affect student adjustment and sense of integration in the first year. This study was made possible by the support of the National Institute of General Medical Sciences, NIH Grant Number 1 RO1 GMO71968-01. This independent research and the views expressed here do not indicate endorsement by the sponsor.  相似文献   

11.
Due to the growing number of students from populations underrepresented in the sciences, there is an intensified need to consider alternatives to traditional science instruction. Inquiry-based instructional approaches provide promise and possibility for engaging underrepresented students in the activities of science. However, inquiry-based instruction without culturally relevant pedagogy and instructional congruency, may not be sufficient to support non-mainstream students in science learning, and may even serve to challenge students’ cultural ways of knowing. This conceptual paper suggests that aligning reform efforts in science education to the field of multicultural education would buttress efforts to reach underrepresented student groups in science. This includes providing culturally relevant instruction and instruction toward making the assumptions of science explicit, in particular. To this end, this paper draws from literature in multicultural education to propose that deconstructing science through instruction in NOS may support Latino, African American and English language learning students in science learning.  相似文献   

12.
Women are less likely than men to earn degrees from high quality post-baccalaureate programs, and this tendency has been growing over time. I show that, aside from the biomedical sciences, this cannot be explained by changes in the type of program where women tend to earn degrees. Instead, sorting by quality within degree program is the main contributor to the growing gap. Most of this sorting is due to the initial choice in which program type to apply to. No gender differences in selection with respect to ability or program quality arise as students progress through the admissions, enrollment or persistence choices.  相似文献   

13.
ABSTRACT

This paper analyzes challenges indigenous Peruvian college students face in completing their studies, based on field research that included interviews with Peruvian higher education leaders, administrators, researchers, and faculty, and a review of published research. Since 2012, the government of Peru has sponsored Beca 18, a comprehensive scholarship designed to attract and support students from underrepresented populations, namely impoverished and largely indigenous communities. While the program has provided opportunities to thousands of students from all provinces, the struggles they have mirror those of other indigenous students around the world, including discrimination, unpreparedness, and attrition. The analysis pinpoints areas in which lessons from international scholarship and success strategies with other indigenous populations may enhance the success of the Beca 18 scholarship program and the experiences of its students. It discusses the critical role higher education institutions play in developing future leaders through future identity formation.  相似文献   

14.
Inspired by BIO2010 and leveraging institutional and external funding, Truman State University built an undergraduate program in mathematical biology with high-quality, faculty-mentored interdisciplinary research experiences at its core. These experiences taught faculty and students to bridge the epistemological gap between the mathematical and life sciences. Together they created the infrastructure that currently supports several interdisciplinary courses, an innovative minor degree, and long-term interdepartmental research collaborations. This article describes how the program was built with support from the National Science Foundation''s Interdisciplinary Training for Undergraduates in Biology and Mathematics program, and it shares lessons learned that will help other undergraduate institutions build their own program.  相似文献   

15.
With the increased growth of career opportunities in STEM fields, educators and policymakers have sought to better understand the nature and development of students’ motivation to pursue science academic and career pathways successfully. However, our understanding of motivational constructs such as self-efficacy has mostly been based on studies of predominantly White samples, neglecting the perspectives and experiences of students from historically marginalized groups underrepresented in STEM academic and career pathways. In the present study, we examined science motivation in six high school students of color who participated in a brief, near peer mentoring program with undergraduate mentors of color. Deductive and inductive coding of semi-structured interviews with mentees and mentors revealed that science self-efficacy not only has a salient future-oriented component, but also centers around the importance of forming and maintaining interpersonal connections with others through proxy agency and help-seeking behaviors. These data point to the utility of a sociocultural perspective in expanding our understanding of self-efficacy—and motivational processes more generally—in a way that is more inclusive of the experiences of racial and ethnic minority youth.  相似文献   

16.
Robert W. Bell 《PRIMUS》2017,27(3):406-417
Abstract

Mentoring undergraduate students in research is both rewarding and challenging. In this paper we present how we established a summer Research Experience for Undergraduates (REU) program in the mathematical sciences at Michigan State University. A goal of our REU is to include students who are at an early stage of their study of mathematics. We share our experiences in recruiting students, designing research projects, and mentoring our participants. We discuss the challenges we faced and the solutions we found while working with a diverse group of undergraduate students from across the nation.  相似文献   

17.
This study used a phenomenological approach to investigate the recollections of participants of an environmental education (EE) residential program. Ten students who participated in a residential EE program in the fall of 2001 were interviewed in the fall of 2002. Three major themes relating to the participants’ long‐term memory of the residential EE program were identified: (a) recollections were highly influenced by actions taken by the students; (b) program content/subject matter was retained by all of the students to varying degrees; and (c) emotional reactions to the experience were present. The results seem to support the notion that active experiences have an important role in episodic recall. Results also suggest semantic memory was achieved. The authors offer a potential model of learning for residential EE programs that is structured on episodic/semantic memory systems and is reflective of the results of this study as well as current research in cognitive sciences.  相似文献   

18.
This article investigates how doctoral students perceive their research education in different disciplines in two higher education systems, the UK and France. It explores what underlies the diversity of doctoral students' experiences. Three theoretical positions are identified: the epistemological position, conceptualisation of research objects and organisational structures of research training. A questionnaire on the experiences of research training was distributed to doctoral students in Economics & Management (representative of social sciences) and Chemistry (representative of natural sciences) in France and was compared to a survey carried out earlier in Education (representative of social sciences) and Chemistry (representative of natural sciences) in the UK. Strikingly, similar disciplinary patterns were found in the doctoral research experiences in the two countries. The findings were used to review the three theoretical positions on the experiences of doctoral studies.  相似文献   

19.
Few, if any, educational interventions intended to increase underrepresented minority (URM) graduate students in biological and behavioral sciences are informed by theory and research on career persistence. Training and Education to Advance Minority Scholars in Science (TEAM-Science) is a program funded by the National Institute of General Medical Sciences at the University of Wisconsin-Madison with the twin goals of increasing the number of URM students entering and completing a PhD in BBS and increasing the number of these students who pursue academic careers. A framework for career development in graduate research training is proposed using social cognitive career theory. Based on this framework, TEAM-Science has five core components: 1) mentor training for the research advisor, 2) eight consensus-derived fundamental competencies required for a successful academic career, 3) career coaching by a senior faculty member, 4) an individualized career development plan that aligns students' activities with the eight fundamental competencies, and 5) a strengths, weaknesses, opportunities, and threats personal career analysis. This paper describes the theoretical framework used to guide development of these components, the research and evaluation plan, and early experience implementing the program. We discuss the potential of this framework to increase desired career outcomes for URM graduate trainees in mentored research programs and, thereby, strengthen the effectiveness of such interventions on participants' career behaviors.  相似文献   

20.
This study describes an investigation of a research apprenticeship program that we developed for diverse high-school students often underrepresented in similar programs and in science, technology, engineering, and math (STEM) professions. Through the apprenticeship program, students spent 2 weeks in the summer engaged in biofuels-related research practices within working university chemistry and engineering laboratories. The experience was supplemented by discussions and activities intended to impact nature of science (NOS) and inquiry understandings and to allow for an exploration of STEM careers and issues of self-identity. Participants completed a NOS questionnaire before and after the experience, were interviewed multiple times, and were observed while working in the laboratories. Findings revealed that as a result of the program, participants (1) demonstrated positive changes in their understandings of certain NOS aspects many of which were informed by their laboratory experiences, (2) had an opportunity to explore and strengthen STEM-related future plans, and (3) examined their self-identities. A majority of participants also described a sense of belonging within the laboratory groups and believed that they were making significant contributions to the ongoing work of those laboratories even though their involvement was necessarily limited due to the short duration of the program. For students who were most influenced by the program, the belonging they felt was likely related to issues of identity and career aspirations.  相似文献   

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