For more than 30 years, there has been a nationwide effort to encourage students from underrepresented ethnic minorities to pursue careers in the sciences. Despite widespread intervention programs, there remains a significant under-representation of minority scientists engaged in biomedical and behavioral research in the United States. To date there have been few studies using appropriate matched samples to examine the effectiveness of such programs. A multidisciplinary research team from CSUSM is proposing a longitudinal, theory-driven, empirical evaluation of the NIH-sponsored Research Initiative for Scientific Enhancement (RISE) program. RISE provides monetary support, training, research experience, mentoring, and graduate school preparation for minority college students in the biomedical sciences. A four-year quasi-experimental study is proposed to assess the overall impact of the RISE experience for both undergraduate and graduate students, and to link the benefits of the RISE program with specific elements of the program, and with changes in student motivation, identity, and self-efficacy to pursue a research career in the biomedical sciences. A sample of 450 students from 20 collaborating RISE campuses across the country will be matched with a sample of 450 non-RISE students, and each will be tracked for four years. Data will be collected twice per year from each participant via a customized web-based data collection and contact management and tracking program. In addition to answering questions about the overall impact of the program, the dataset will afford statistical tests to identify the types of students most likely to benefit from the RISE experience, as well as tests of the underlying mechanisms responsible for RISE outcomes (i.e., a test of the assumptions for what works in minority training programs). Findings from the study could potentially inform minority educational intervention programs at both the university and secondary school levels across the country. ? ? ?

Agency
National Institute of Health (NIH)
Institute
National Institute of General Medical Sciences (NIGMS)
Type
Research Project (R01)
Project #
5R01GM075316-03
Application #
7262529
Study Section
Special Emphasis Panel (ZGM1-MORE-0 (EF))
Program Officer
Poodry, Clifton A
Project Start
2005-08-01
Project End
2009-07-31
Budget Start
2007-08-01
Budget End
2008-07-31
Support Year
3
Fiscal Year
2007
Total Cost
$497,884
Indirect Cost
Name
California State University San Marcos
Department
Psychology
Type
Schools of Arts and Sciences
DUNS #
176262681
City
San Marcos
State
CA
Country
United States
Zip Code
92078
Estrada, Mica; Hernandez, Paul R; Schultz, P Wesley (2018) A Longitudinal Study of How Quality Mentorship and Research Experience Integrate Underrepresented Minorities into STEM Careers. CBE Life Sci Educ 17:
Hernandez, Paul R; Estrada, Mica; Woodcock, Anna et al. (2017) Mentor qualities that matter: The importance of perceived (not demographic) similarity. J Exp Educ 85:450-468
Stets, Jan E; Brenner, Philip S; Burke, Peter J et al. (2017) The science identity and entering a science occupation. Soc Sci Res 64:1-14
Woodcock, Anna; Hernandez, Paul R; Schultz, P Wesley (2016) Diversifying Science: Intervention Programs Moderate the Effect of Stereotype Threat on Motivation and Career Choice. Soc Psychol Personal Sci 7:184-192
Brenner, Philip S; Serpe, Richard T; Stryker, Sheldon (2014) The Causal Ordering of Prominence and Salience in Identity Theory: An Empirical Examination. Soc Psychol Q 77:231-252
Estrada, Mica; Woodcock, Anna; Schultz, P Wesley (2014) Tailored Panel Management: A Theory-Based Approach to Building and Maintaining Participant Commitment to a Longitudinal Study. Eval Rev 38:3-28
Merolla, David M; Serpe, Richard T (2013) STEM enrichment programs and graduate school matriculation: the role of science identity salience. Soc Psychol Educ 16:575-597
Hernandez, Paul R; Schultz, P Wesley; Estrada, Mica et al. (2013) Sustaining Optimal Motivation: A Longitudinal Analysis of Interventions to Broaden Participation of Underrepresented Students in STEM. J Educ Psychol 105:
Woodcock, Anna; Hernandez, Paul R; Estrada, Mica et al. (2012) The consequences of chronic stereotype threat: domain disidentification and abandonment. J Pers Soc Psychol 103:635-646
Estrada, Mica; Woodcock, Anna; Hernandez, Paul R et al. (2011) Toward a Model of Social Influence that Explains Minority Student Integration into the Scientific Community. J Educ Psychol 103:206-222

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