The proposed project examines the educational and career pathways of students aspiring to biomedical and behavioral science research careers, addressing their experiences with diversity and socialization in becoming a scientist, access to resources, and engagement in academic settings at the undergraduate and graduate levels. With a strong foundation and preliminary empirical work already completed, the project plans post-baccalaureate data collection to understand the key transition points that college students experience along the path to a research career. Baseline data were collected in Fall 2004 on 70,249 students from 694 institutions with an initial interest (i.e., probable field of study at the start of freshman year) in biomedical or behavioral science majors. Basing the sample on the number of underrepresented student aspirants, a random comparative, student sample was selected from 160 colleges and universities and were followed up through the end of their first year of college and the fourth year of college. Funds are requested to return to the original sample for data collection at the fifth year after college entry to identify an additional 12,129 students who were retained in the major and to follow the post-college pathways of 41,347 students into graduate or professional school, post-baccalaureate programs, and work-related experiences in BBS fields. This seven-year longitudinal study accounts for student predispositions and abilities, socialization, and preparation at different types of colleges to determine significant college experiences that result in desired outcomes, including retention in the major, graduation, and application and enrollment in graduate school. Multilevel modeling techniques will help determine the significant contributions of psychological and college environmental factors (including participation in NIH programs) that prepare students for research careers.

Agency
National Institute of Health (NIH)
Institute
National Institute of General Medical Sciences (NIGMS)
Type
Research Project (R01)
Project #
5R01GM071968-08
Application #
8142903
Study Section
Special Emphasis Panel (ZGM1-MORE-4 (EI))
Program Officer
Poodry, Clifton A
Project Start
2004-09-05
Project End
2013-08-31
Budget Start
2011-09-01
Budget End
2013-08-31
Support Year
8
Fiscal Year
2011
Total Cost
$340,534
Indirect Cost
Name
University of California Los Angeles
Department
Type
Schools of Education
DUNS #
092530369
City
Los Angeles
State
CA
Country
United States
Zip Code
90095
Pfund, Christine; Byars-Winston, Angela; Branchaw, Janet et al. (2016) Defining Attributes and Metrics of Effective Research Mentoring Relationships. AIDS Behav 20 Suppl 2:238-48
Auchincloss, Lisa Corwin; Laursen, Sandra L; Branchaw, Janet L et al. (2014) Assessment of course-based undergraduate research experiences: a meeting report. CBE Life Sci Educ 13:29-40
Eagan Jr, M Kevin; Hurtado, Sylvia; Chang, Mitchell J et al. (2013) Making a Difference in Science Education: The Impact of Undergraduate Research Programs. Am Educ Res J 50:683-713
Gasiewski, Josephine A; Eagan, M Kevin; Garcia, Gina A et al. (2012) From Gatekeeping to Engagement: A Multicontextual, Mixed Method Study of Student Academic Engagement in Introductory STEM Courses. Res High Educ 53:229-261
Chang, Mitchell J; Eagan, M Kevin; Lin, Monica H et al. (2011) Considering the Impact of Racial Stigmas and Science Identity: Persistence Among Biomedical and Behavioral Science Aspirants. J Higher Educ 82:564-596
Hurtado, Sylvia; Eagan, M Kevin; Tran, Minh C et al. (2011) ""We Do Science Here"": Underrepresented Students' Interactions with Faculty in Different College Contexts. J Soc Issues 67:553-579
Eagan Jr, M Kevin; Sharkness, Jessica; Hurtado, Sylvia et al. (2011) Engaging Undergraduates in Science Research: Not Just About Faculty Willingness. Res High Educ 52:151-177
Hurtado, Sylvia; Cabrera, Nolan L; Lin, Monica H et al. (2009) Diversifying Science: Underrepresented Student Experiences in Structured Research Programs. Res High Educ 50:189-214