| Affiliations: | Aggie Research Mentoring Program |
| Project Leader: | Samantha Aguilar samdyanne@tamu.edu Educational Psychology |
| Faculty Mentor: | Jeffrey Liew, Ph.D. |
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Meeting Times:
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TBA |
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Team Size:
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3 |
| Open Spots: | 0 |
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Special Opportunities:
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learning data analysis techniques, learning to use statistical software (STATA) conference presentation opportunities, self-directed research projects, collaborating with graduate students and faculty
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Team Needs:
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flexibility and ability to w9ork in lab six hours a week |
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Description:
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Diversifying the biomedical workforce is imperative to meet the healthcare needs of the U.S. population. It is a long journey from being an undergraduate science major to becoming a scientific researcher, often more so for students from underrepresented groups. Some students persist, yet the majority leave the scientific research career path, either never making it to graduate school or failing to make the transition to becoming an independent scientist. We will build on our established longitudinal research to test the long-term effectiveness of two widely utilized interventions: undergraduate research experience (URE) and faculty mentorship. Between 2005-2017, our research team conducted an NIH-funded longitudinal study to test the effectiveness of formal interventions in retaining students from underrepresented groups in biomedical research (TheScienceStudy; R01GM075316). The results served to highlight the effectiveness of some interventions and the challenges associated with others. We have 12 years of data on 1,243 Black and Hispanic former science students. They are now completing their training (78% received a B.S., 32% an M.S., and 19% a Doctoral degree), and we have semester-by- semester data on URE and faculty mentorship duration, intensity, quality, and satisfaction. Propensity scores will provide a balanced comparison group against which to test the effectiveness of these interventions, with follow-up analyses focused on dosage effects. Using the Balanced Identity Design theoretical framework, we will collect five years of prospective data to answer critical questions. Specifically, we will quantify the long-term impact of UREs on biomedical career hallmarks of success (e.g., workforce entry, advancement, scholarly productivity), life satisfaction, and well-being. Also, what aspects of the undergraduate research experience (i.e., exposure, dosage, quality) have impacted the effectiveness of training the next generation of biomedical researchers? Finally, we will assess the long-term impact of undergraduate mentorship networks (e.g., quality of support, network diversity) on future biomedical career hallmarks of success, life satisfaction, and well-being specifically, which facets of mentorship networks (i.e., presence, quantity, quality) have had the most significant impact. Finally, we will assess the mediating role of science and science identity balance on the effectiveness of UREs and mentorship on the success of Black and Hispanic early and mid-career biomedical scientists. The proposed research has direct implications for training programs and interventions. Our specific aims test the direct impact of two widely implemented interventions – research experience and mentorship – as well as the boundary conditions surrounding these interventions on early and mid-career persistence and success among underrepresented science students. |