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Journal of Women and Minorities in Science and Engineering

Publication de 6  numéros par an

ISSN Imprimer: 1072-8325

ISSN En ligne: 1940-431X

SJR: 0.514 SNIP: 0.875 CiteScore™:: 2.4 H-Index: 27

Indexed in

DIVERSIFYING BIOMEDICAL TRAINING: A SYNERGISTIC INTERVENTION

Volume 16, Numéro 3, 2010, pp. 215-235
DOI: 10.1615/JWomenMinorScienEng.v16.i3.20
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RÉSUMÉ

For over three decades, the scientific community has expressed concern over the paucity of African American, Latino, and Native American researchers in the biomedical training pipeline. Concern has been expressed regarding what is forecasted as a shortage of these underrepresented minority (URM) scientists given the demographic shifts occurring worldwide and particularly in the United States. Increased access to graduate education has made a positive contribution in addressing this disparity. This article describes the multiple pathway approaches that have been employed by a school of medicine at an urban Midwest research institution to increase the number of URM students enrolled in, and graduating from, doctoral programs within basic science departments, through the combination of R25 grants and other grant programs funded by the National Institutes of Health (NIH). This article outlines the process of implementing a strong synergistic approach to the training of URM students through linkages between the NIH-funded "Bridges to the Doctorate (BRIDGES)" and "Initiative for Maximizing Graduate Student Diversity (IMGSD)" programs. The article documents the specific gains witnessed by this particular institution and identifies key components of the interventions that may prove useful for institutions seeking to increment the biomedical pipeline with scientists from diverse backgrounds.

CITÉ PAR
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Prochains articles

Mitigating Barriers, Scaffolding Success: Institutional Supports for Black Undergraduate Women in Engineering Programs Meseret Hailu, Neelakshi Rajeev Tewari, Brooke Coley Underrepresented Students Pursuing Mathematics-Intensive Degrees: Changes after Transitioning to College Alison Marzocchi What do STEM Clubs do? The Effect of College Club Participation on Career Confidence and Gender Inclusion Guillermo Dominguez Garcia, Jennifer Glass Validating Practices and Messages that Promote Women’s Engineering Classroom Belongingness: An Intersectional Approach Dina Verdin, A Lili Castillo Examining the Role of Institutional Support on International Doctoral Women’s STEM Persistence and Mental Health Aisha Farra, Aashika Anantharaman, Sarah Swanson, Kerrie Wilkins-Yel, Jennifer Bekki, Nedim Yel, Ashley Randall, Bianca Bernstein Searching for safe space: Student veterans’ uneven pathways to STEM careers by race Brittany Hunt, Jae Hoon Lim Does Race, Ethnicity or Gender of the Mentor Affect Whether They Will be a “Good Mentor”? A Qualitative Analysis of Students’ Perceptions Reuben May, Christine Stanley, America Soto-Arzat, Jennifer Ackerman PSYCHOLOGICAL SAFETY AND TEAM MEMBER EFFECTIVENESS OF MINORITIZED STUDENTS IN ENGINEERING EDUCATION Behzad Beigpourian, Matthew Ohland Perceptions of Department Chair Roles and Responsibilities in Career Progression and Success of Women STEM Faculty Stephanie Jones, Patricia Ryan Pal “Barbed-Wire Boundaries”: Hidden Curriculum, First-Generation and Low-Income Engineering Students, and Internship Acquisition Jerry Yang, Joseph Towles, Sheri Sheppard, Sara Atwood “I Want to Make an Impact”: The Science Identity and Career Goals of Black and Latinx Science and Engineering Postdoctoral Scholars Sylvia Mendez, Kathryn Watson, Kathryn Starkey, Valerie Conley Care Work, Science Brokering, and Career Motivations: How Hispanic/Latinx Young Adults in STEM Express Social Agency during the COVID-19 Pandemic Angela Frederick, Angelica Monarrez, Danielle Morales Bridging the gap: A sequential mixed methods study of trust networks in graduate application, admissions, and enrollment Cynthia Villarreal, Julie Posselt, Theresa Hernandez, Alexander Rudolph
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