Supporting students from underrepresented minority backgrounds in graduate school: A mixed-methods formative study to inform post-baccalaureate design

被引：0

作者：

Sperling, Jessica B. ^{[1
,2
]}

Roth, Noelle E. Wyman ^{[1
]}

Welsh, Whitney E. ^{[1
]}

Mcelvaine, Allison T. ^{[3
]}

Permar, Sallie R. ^{[4
]}

Gbadegesin, Rasheed A. ^{[3
]}

机构：

[1] Duke Univ, Social Sci Res Inst, Durham, NC 27708 USA

[2] Duke Univ, Clin & Translat Sci Inst, Durham, NC 27708 USA

[3] Duke Univ, Sch Med, Durham, NC USA

[4] Weill Cornell Med, New York, NY USA

来源：

JOURNAL OF CLINICAL AND TRANSLATIONAL SCIENCE | 2024年 / 8卷 / 01期

关键词：

Pipeline development programs; underrepresented minorities; diversity; evaluation; recruitment and retention;

D O I：

10.1017/cts.2024.590

中图分类号：

R-3 [医学研究方法]; R3 [基础医学];

学科分类号：

1001 ;

摘要：

The US biomedical research workforce suffers from systemic barriers causing insufficient diversity and perpetuating inequity. To inform programming enhancing graduate program access, we implemented a formative mixed-method study to identify needed supports for program applications and graduate program success. Overall, results indicate value in added supports for understanding application needs, network development, critical thinking, time management, and reading academic/scientific literature. We find selected differences for underrepresented minority (URM) students compared to others, including in the value of psychosocial supports. This work can inform broader efforts to enhance graduate school access and provides foundation for further understanding of URM students' experiences.

引用

页数：5