Adolescence to adulthood in STEM education and career development: The experience of students at the intersection of underrepresented minority status and disability

2013 ◽  
Vol 39 (3) ◽  
pp. 193-204 ◽  
Author(s):  
Carolyn E. Hawley ◽  
Elizabeth Cardoso ◽  
Brian T. McMahon
Keyword(s):  
Career Development ◽  
Stem Education ◽  
Minority Status ◽  
Underrepresented Minority

scholarly journals Increasing the Number of Underrepresented Minority Behavioral Health Researchers Partnering With Underresourced Communities: Lessons Learned From a Pilot Research Project Program

2020 ◽  
Vol 21 (6) ◽  
pp. 865-871 ◽  
Author(s):  
Theresa H. Cruz ◽  
Matthew E. Borrego ◽  
Janet Page-Reeves
Keyword(s):  
Career Development ◽  
Behavioral Health ◽  
Health Research ◽  
Early Stage ◽  
Pilot Project ◽  
Lessons Learned ◽  
Underrepresented Minority ◽  
Research Project ◽  
Equity Issues ◽  
Behavioral Health Research

To address critical health equity issues facing racially and ethnically diverse populations, it is essential to have researchers from similarly diverse backgrounds. Such researchers provide different perspectives that may lead to distinct research questions, novel interpretation of findings, and innovative recommendations for health promotion practice. There is a continuing need to increase the number of researchers leading health research studies who are from underrepresented minority populations (URMs). The literature demonstrates the effectiveness of mentoring for career development and the need to hone existing mentoring models. The TREE Center developed an innovative model for building capacity among early stage investigators, with a focus on URMs, to increase the inclusivity of the research pipeline. Our model involves community-engaged behavioral health research mentoring, career development, training for grantspersonship, and guidance for manuscript development and submission. A pilot project program provided opportunities for 10 early stage investigators to develop relationships with public health practitioners and other community partners, to obtain funding, to manage a complex pilot research project, and to generate preliminary data. Awardees worked with an academic mentor, a community mentor, and TREE Center faculty to conduct and disseminate their research. Lessons learned include the need to account for funding cycle timing, address challenges of recruiting URMs, consider overutilization of senior URM mentors, and overcome institutional bureaucracies that hinder transdisciplinary research across campuses. We discuss strategies for addressing these challenges. Our model is replicable and could be implemented, especially by academic programs interested in cultivating early stage URM investigators to conduct behavioral health research.

The Influence of Gender and Underrepresented Minority Status on Medical Student Ranking of Residency Programs

2019 ◽  
Vol 111 (6) ◽  
pp. 665-673 ◽  
Author(s):  
Atu Agawu ◽  
Corrinne Fahl ◽  
Dominique Alexis ◽  
Tomas Diaz ◽  
Diana Harris ◽  
...  
Keyword(s):  
Medical Student ◽  
Minority Status ◽  
Underrepresented Minority ◽  
Residency Programs

Lesbian Career Development, Work Behavior, and Vocational Counseling

1991 ◽  
Vol 19 (2) ◽  
pp. 273-291 ◽  
Author(s):  
Kris S. Morgan ◽  
Laura S. Brown
Keyword(s):  
Career Development ◽  
Counseling Psychology ◽  
Empirical Work ◽  
Work Behavior ◽  
Development Work ◽  
Vocational Counseling ◽  
Minority Status ◽  
Work Experiences ◽  
Work Related

Women 's career development has recently been a popular topic in counseling psychology, for both theoretical and empirical work This article extends that line of inquiry to address the unique career development issues of lesbians. The available literature on lesbians and work is reviewed, and parallels are drawn between the work experiences of lesbians, nonlesbian women, and other minority status groups. Three models of career development in women (Astin, 1985; Farmer, 1985; Gottfredson, 1981) are presented, and the applicability of each theory to increasing understanding of lesbian experience is explored. Implications for vocational and work-related counseling for lesbians are suggested and recommendations for the field are made.

scholarly journals Toward “Inclusifying” the Underrepresented Minority in STEM Education Research

2021 ◽  
Author(s):  
Haider Ali Bhatti
Keyword(s):  
Education Research ◽  
Stem Education ◽  
Race And Ethnicity ◽  
Demographic Data ◽  
Underrepresented Minority ◽  
Socially Constructed ◽  
Undergraduate Stem Education ◽  
Equity And Inclusion

Research in undergraduate STEM education often requires the collection of student demographic data to assess outcomes related to diversity, equity, and inclusion. Unfortunately, this collection of demographic data continues to be constrained by socially constructed categories of race and ethnicity, leading to problematic panethnic groupings such as “Asian” and “Latinx.” Furthermore, these all-encompassing categories of race and ethnicity exasperate the problematic “underrepresented minority” (URM) label when only specific races and ethnicities are categorized as URMs.

scholarly journals Integrating Theory and Practice to Increase Scientific Workforce Diversity: A Framework for Career Development in Graduate Research Training

2011 ◽  
Vol 10 (4) ◽  
pp. 357-367 ◽  
Author(s):  
Angela Byars-Winston ◽  
Belinda Gutierrez ◽  
Sharon Topp ◽  
Molly Carnes
Keyword(s):  
Career Development ◽  
Academic Career ◽  
Research Training ◽  
Educational Interventions ◽  
Theory And Practice ◽  
Team Science ◽  
Underrepresented Minority ◽  
Senior Faculty ◽  
Graduate Research ◽  
Senior Faculty Member

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.

scholarly journals Improving clinical and translational research training: a qualitative evaluation of the Atlanta Clinical and Translational Science Institute KL2-mentored research scholars program

2016 ◽  
Vol 65 (1) ◽  
pp. 23-31 ◽  
Author(s):  
Dawn L Comeau ◽  
Cam Escoffery ◽  
Ariela Freedman ◽  
Thomas R Ziegler ◽  
Henry M Blumberg
Keyword(s):  
Career Development ◽  
Translational Research ◽  
Research Training ◽  
Minority Group ◽  
Junior Faculty ◽  
Translational Science ◽  
Underrepresented Minority ◽  
Science Institute ◽  
The Impact ◽  
Clinical And Translational Research

A major impediment to improving the health of communities is the lack of qualified clinical and translational research (CTR) investigators. To address this workforce shortage, the National Institutes of Health (NIH) developed mechanisms to enhance the career development of CTR physician, PhD, and other doctoral junior faculty scientists including the CTR-focused K12 program and, subsequently, the KL2-mentored CTR career development program supported through the Clinical and Translational Science Awards (CTSAs). Our evaluation explores the impact of the K12/KL2 program embedded within the Atlanta Clinical and Translational Science Institute (ACTSI), a consortium linking Emory University, Morehouse School of Medicine and the Georgia Institute of Technology. We conducted qualitative interviews with program participants to evaluate the impact of the program on career development and collected data on traditional metrics (number of grants, publications). 46 combined K12/KL2 scholars were supported between 2002 and 2016. 30 (65%) of the 46 K12/KL2 scholars are women; 24 (52%) of the trainees are minorities, including 10 (22%) scholars who are members of an underrepresented minority group. Scholars reported increased research skills, strong mentorship experiences, and positive impact on their career trajectory. Among the 43 scholars who have completed the program, 39 (91%) remain engaged in CTR and received over $89 000 000 as principal investigators on federally funded awards. The K12/KL2 funding provided the training and protected time for successful career development of CTR scientists. These data highlight the need for continued support for CTR training programs for junior faculty.

scholarly journals Training Underrepresented Early-Career Faculty in Cardiovascular Health Research during COVID -19: Structural Inequities and Health Disparity

2021 ◽  
Vol 31 (3) ◽  
pp. 411-416
Author(s):  
Ana F. Diallo ◽  
Olamide Alabi ◽  
Angela Groves ◽  
Amber E. Johnson ◽  
Florence Okoro ◽  
...  
Keyword(s):  
Health Disparities ◽  
Career Development ◽  
Cardiovascular Health ◽  
Minority Groups ◽  
Junior Faculty ◽  
The United States ◽  
Early Career ◽  
Underrepresented Minority ◽  
Early Career Faculty ◽  
Mental Wellness

The COVID-19 pandemic has highlighted race-based health disparities and structural racism in the United States. Enhancing the training of early-career academic and health scientists from underrepresented minority groups (URM) is critical to reduce disparities affecting underserved population groups. A dedicated training program that has been proven to support URM can facilitate career development for junior faculty during the pandemic. This critical support ensures the retention of talented, racially diverse junior faculty who are poised to mitigate struc­tural racism, rather than perpetuate it. We describe how the Cardiovascular Disease Programs to Increase Diversity Among Indi­viduals Engaged in Health-Related Research (PRIDE-CVD) summer institute successfully transitioned from a face-to-face format to a virtual format during the COVID-19 pandemic. As a result, early-career faculty continued to receive the PRIDE-CVD train­ing on research methodology, grantsman­ship, career development, and CVD health disparities, especially as related to the pandemic. In addition, the virtual format facilitated networking, promoted mental wellness, and allowed continual mentor­ship. Collectively, the program provided timely and relevant career development in the COVID-19 era and helped partici­pants navigate the psychosocial challenges of being a URM in cardiovascular health research.Ethn Dis. 2021;31(3):411-416; doi:10.18865/ed.31.3.411

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