United States

INTRODUCTION: Indigenous/Native Americans remain highly underrepresented in Science, Technology, Engineering, and Mathematics (STEM) fields. Despite the recent emphasis on diversity in Science, Technology, Engineering, and Mathematics (STEM) fields (Valantine &amp; Collins, 2015), Indigenous people continue to be underrepresented in educational systems and the workforce. For example, while American Indians or Alaska Natives make up 0.8% of the U.S. population, they represented only about 0.4% of students graduating with a bachelor&#39;s degree in Science and Engineering (S&amp;E) in 2019 (NCSES, 2021).  Their underrepresentation may be due, in part, to the incongruity between personally valued goals (e.g., the communal goal of “giving back” to one’s community or the agentic goal of “independence”) and opportunities to satisfy those goals in STEM careers. 

Goal congruity theory (GCT) is rooted in the expectancy-value theoretical framework, which explains individuals’ decisions regarding whether to engage with roles as a function of their expectations about the role and their values (Diekman et al., 2020). Goal congruity theory posits that individuals&#39; attitudes towards a social role (e.g., being a scientist) are influenced by the communal/agentic goal affordances associated with that role and the congruity between those affordances and personally valued goals. Within GCT, two categories of goals are relevant: communal and agentic goals. Communal goals are oriented toward collaboration and assisting others, while agentic goals prioritize personal advancement and recognition (Judd et al., 2005). When individuals find that the goal affordances do not align with their goal endorsements, they experience a sense of goal incongruity. 

Research indicates that perceived communal opportunities in STEM fields increase interest and persistence, especially among underrepresented groups (Belanger et al., 2017; Thoman et al., 2015). However, the impact of goal incongruity (mismatch between expectations and valued goals) on STEM outcomes is less consistent, and evidence regarding the effect of goal incongruity has primarily been collected from non-Indigenous populations. Recent advancements in goal congruity research have begun to uncover the mechanisms underlying this influence. Belanger et al. (2020) introduced a role-based belonging model that suggests belongingness mediates the relationship between communal affordances and interest in STEM roles. Unfortunately, aside from a handful of efforts (e.g., Belanger et al., 2020), there have been relatively few longitudinal designs in both observational and experimental research, which are crucial for assessing the long-term and mediated impacts of goal affordances and congruity.
In summary, the growing GCT literature points to the potentially powerful influence of goal affordances and congruity on STEM-related outcomes for some. That is, while some research indicates that communal goals hold particular significance for students from underrepresented groups in STEM (e.g., Hispanic, African American, etc.), most studies have been conducted with White middle-class STEM students (e.g., Diekman et al., 2011; Allen et al., 2015), which limits generalizability to other demographic groups. Further, few studies have examined the links between goal affordance and congruity, role-based belonging, and well-being among Indigenous students who face systemic challenges to their entry into STEM careers.

As one of the least represented groups in STEM, Indigenous students frequently report feelings of social isolation and disconnection within predominantly White fields, negatively affecting their motivation to continue. Descriptive and qualitative studies have shown that Indigenous students value a learning environment that affirms and respects their culture, where Native-specific knowledge and practices are appreciated (Tachine et al., 2017; Stevens et al., 2016). For Indigenous college students in STEM, the concept of &#39;giving back&#39; to their communities is particularly significant in their educational and career pursuits. Despite strongly valuing communal goal affordances in STEM roles, students continuously experienced frustration in achieving these goals due to perceived barriers and challenges (Page-Reeves et al., 2019). Consequently, Indigenous students facing a greater perceived incongruity between their cultural values and their learning environments are more likely to experience academic stress compared to their peers (Chee et al., 2019). Thus, research and theory can incorporate Indigenous concepts and ways of knowing to improve understanding of the opportunities and strengths through which students from these communities integrate into STEM fields.

The current study addressed several gaps in the GCT literature by longitudinally assessing the influence of communal and agentic goal affordances and congruity on STEM persistence and well-being outcomes in a national sample of Indigenous undergraduate students, graduate students, and postdocs pursuing STEM degrees and careers. The present study examines the following research questions.

RQ1: How do perceived communal affordances of STEM roles relate to later role outcomes among Indigenous STEM students?
RQ2:  How does incongruity between communal affordance and endorsement relate to later role outcomes among Indigenous STEM students?
RQ3: How do perceived agentic affordance of STEM roles relate to later role outcomes among Indigenous STEM students?
RQ4: How does incongruity between agentic affordance and endorsement relate to later role outcomes among Indigenous STEM students? 
RQ5: Is the relationship between prior goal affordances or incongruity and future role outcomes mediated by role-based belonging?

METHODOLOGY: This longitudinal research study followed Indigenous people (N = 154) pursuing STEM degrees/careers to investigate the direct and indirect effects of perceived communal/agentic goal affordances in STEM careers and incongruity (Time-2) on intentions to persist and personal well-being (Time-3) through a sense of belonging in their STEM field (Time-2), controlling for baseline (Time-1). 

RESULTS: Both communal and agentic goal affordances positively influenced persistence intentions through belonging. By contrast, agentic goal incongruity negatively influenced persistence intentions through belonging, but communal goal incongruity did not. Surprisingly, we found no significant results for well-being.

DISCUSSION/CONCLUSIONS: Supporting Indigenous students in STEM is of paramount importance. Based on GCT, goal affordances of STEM roles and congruity between goal affordances and personally valued goals are crucial to fostering interest and positive attitudes toward STEM careers (Diekman et al., 2020). Despite this, existing literature, predominantly centered on white samples, consisted of certain constraints in understanding the nuance of these relationships. The analysis reveals that Indigenous students benefit significantly from the perception that STEM roles can satisfy communal and agentic goals, thereby nurturing a stronger sense of belonging and a more pronounced intention to engage in STEM careers. Additionally, our findings suggest that a significant discrepancy between the students’ perceived affordances for agentic goals, but not communal goals and personal values, leads to students feeling lower feelings of belonging and reduced persistence intentions to persist in STEM. Our findings underscore the significance of supporting roles and environments that facilitate the fulfillment of communal and agentic goals and point to the complexity of the goal-pursuit process among Indigenous populations.

2025 Understanding Interventions Annual Conference

Navigating STEM Pathways: Belonging Mediates the Impact of Goal Congruity on Persistence (but not Well-being) Among Indigenous Students

### Welcome to the 2025 Understanding Interventions Annual Conference

This year’s event promises to be an enlightening experience, filled with opportunities for sharing, networking, engagement, and inspiration.

Our mission? To foster an inclusive environment where the science communities can come together to discuss, collaborate, and strategize on how to broaden participation in science careers. Whether you’re an educator, researcher, policymaker, or passionate advocate, this conference is designed to provide valuable insights and practical solutions.

Get ready for:
* **Cutting-edge Research:** Explore the latest trends and findings in interventions aimed at enhancing diversity and inclusion in science fields.
* **Networking Opportunities:** Connect with like-minded professionals, forge new partnerships, and exchange ideas that can drive meaningful change.
* **Inspiring Keynote & Speakers:** Gain insights from renowned speakers who are leading the charge in promoting diversity and equity in science.
* **Global Perspectives:** Engage with experts from around the world to gain diverse perspectives and approaches to addressing common challenges.
* **Professional Development:** Enhance your skills and knowledge through workshops, panel discussions, and interactive sessions tailored to your professional growth.
* **Seed Funding Opportunities:** Learn about funding opportunities and resources available to support initiatives aimed at increasing diversity in STEM.

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Thank you for visiting Understanding Interventions 2025 Annual Conference event page.<br><br> In order to gain full access, please register [**here**](https://understandinginterventions.swoogo.com/ui2024/begin).

Please register!

Don’t miss out on this invaluable opportunity to be part of a movement towards a more inclusive and equitable future in science. This year’s event promises to be an enlightening experience, filled with opportunities for sharing, networking, engagement, and inspiration.
Mark your calendars, spread the word, and join us for the 2025 Understanding Interventions Annual Conference on February 7-8th.

INTRODUCTION: Indigenous/Native Americans remain highly underrepresented in Science, Technology, Engineering, and Mathematics (STEM) fields. Despite the recent emphasis on diversity in Science, Technology, Engineering, and Mathematics (STEM) fields (Valantine & Collins, 2015), Indigenous people continue to be underrepresented in educational systems and the workforce. For example, while American Indians or Alaska Natives make up 0.8% of the U.S. population, they represented only about 0.4% of students graduating with a bachelor's degree in Science and Engineering (S&E) in 2019 (NCSES, 2021).  Their underrepresentation may be due, in part, to the incongruity between personally valued goals (e.g., the communal goal of “giving back” to one’s community or the agentic goal of “independence”) and opportunities to satisfy those goals in STEM careers. 

Goal congruity theory (GCT) is rooted in the expectancy-value theoretical framework, which explains individuals’ decisions regarding whether to engage with roles as a function of their expectations about the role and their values (Diekman et al., 2020). Goal congruity theory posits that individuals' attitudes towards a social role (e.g., being a scientist) are influenced by the communal/agentic goal affordances associated with that role and the congruity between those affordances and personally valued goals. Within GCT, two categories of goals are relevant: communal and agentic goals. Communal goals are oriented toward collaboration and assisting others, while agentic goals prioritize personal advancement and recognition (Judd et al., 2005). When individuals find that the goal affordances do not align with their goal endorsements, they experience a sense of goal incongruity. 

Research indicates that perceived communal opportunities in STEM fields increase interest and persistence, especially among underrepresented groups (Belanger et al., 2017; Thoman et al., 2015). However, the impact of goal incongruity (mismatch between expectations and valued goals) on STEM outcomes is less consistent, and evidence regarding the effect of goal incongruity has primarily been collected from non-Indigenous populations. Recent advancements in goal congruity research have begun to uncover the mechanisms underlying this influence. Belanger et al. (2020) introduced a role-based belonging model that suggests belongingness mediates the relationship between communal affordances and interest in STEM roles. Unfortunately, aside from a handful of efforts (e.g., Belanger et al., 2020), there have been relatively few longitudinal designs in both observational and experimental research, which are crucial for assessing the long-term and mediated impacts of goal affordances and congruity.
In summary, the growing GCT literature points to the potentially powerful influence of goal affordances and congruity on STEM-related outcomes for some. That is, while some research indicates that communal goals hold particular significance for students from underrepresented groups in STEM (e.g., Hispanic, African American, etc.), most studies have been conducted with White middle-class STEM students (e.g., Diekman et al., 2011; Allen et al., 2015), which limits generalizability to other demographic groups. Further, few studies have examined the links between goal affordance and congruity, role-based belonging, and well-being among Indigenous students who face systemic challenges to their entry into STEM careers.

As one of the least represented groups in STEM, Indigenous students frequently report feelings of social isolation and disconnection within predominantly White fields, negatively affecting their motivation to continue. Descriptive and qualitative studies have shown that Indigenous students value a learning environment that affirms and respects their culture, where Native-specific knowledge and practices are appreciated (Tachine et al., 2017; Stevens et al., 2016). For Indigenous college students in STEM, the concept of 'giving back' to their communities is particularly significant in their educational and career pursuits. Despite strongly valuing communal goal affordances in STEM roles, students continuously experienced frustration in achieving these goals due to perceived barriers and challenges (Page-Reeves et al., 2019). Consequently, Indigenous students facing a greater perceived incongruity between their cultural values and their learning environments are more likely to experience academic stress compared to their peers (Chee et al., 2019). Thus, research and theory can incorporate Indigenous concepts and ways of knowing to improve understanding of the opportunities and strengths through which students from these communities integrate into STEM fields.

The current study addressed several gaps in the GCT literature by longitudinally assessing the influence of communal and agentic goal affordances and congruity on STEM persistence and well-being outcomes in a national sample of Indigenous undergraduate students, graduate students, and postdocs pursuing STEM degrees and careers. The present study examines the following research questions.

RQ1: How do perceived communal affordances of STEM roles relate to later role outcomes among Indigenous STEM students?
RQ2:  How does incongruity between communal affordance and endorsement relate to later role outcomes among Indigenous STEM students?
RQ3: How do perceived agentic affordance of STEM roles relate to later role outcomes among Indigenous STEM students?
RQ4: How does incongruity between agentic affordance and endorsement relate to later role outcomes among Indigenous STEM students? 
RQ5: Is the relationship between prior goal affordances or incongruity and future role outcomes mediated by role-based belonging?

METHODOLOGY: This longitudinal research study followed Indigenous people (N = 154) pursuing STEM degrees/careers to investigate the direct and indirect effects of perceived communal/agentic goal affordances in STEM careers and incongruity (Time-2) on intentions to persist and personal well-being (Time-3) through a sense of belonging in their STEM field (Time-2), controlling for baseline (Time-1). 

RESULTS: Both communal and agentic goal affordances positively influenced persistence intentions through belonging. By contrast, agentic goal incongruity negatively influenced persistence intentions through belonging, but communal goal incongruity did not. Surprisingly, we found no significant results for well-being.

DISCUSSION/CONCLUSIONS: Supporting Indigenous students in STEM is of paramount importance. Based on GCT, goal affordances of STEM roles and congruity between goal affordances and personally valued goals are crucial to fostering interest and positive attitudes toward STEM careers (Diekman et al., 2020). Despite this, existing literature, predominantly centered on white samples, consisted of certain constraints in understanding the nuance of these relationships. The analysis reveals that Indigenous students benefit significantly from the perception that STEM roles can satisfy communal and agentic goals, thereby nurturing a stronger sense of belonging and a more pronounced intention to engage in STEM careers. Additionally, our findings suggest that a significant discrepancy between the students’ perceived affordances for agentic goals, but not communal goals and personal values, leads to students feeling lower feelings of belonging and reduced persistence intentions to persist in STEM. Our findings underscore the significance of supporting roles and environments that facilitate the fulfillment of communal and agentic goals and point to the complexity of the goal-pursuit process among Indigenous populations.

technical paper

Background: The graduate education community increasingly recognizes the critical role that mentorship plays in trainee development and career preparation. Studies indicate that mentor-mentee relationships enhance graduate students’ academic research experience. The process of choosing a research group and dissertation committee to establish a foundation for the graduate school experience can significantly impact a trainee’s research skills and career development. However, navigating this process can be challenging, especially for students from historically marginalized backgrounds who may lack the social and cultural capital needed to navigate the research environment. Therefore, training that empowers graduate students with the skills and knowledge to choose an advisor, a research group, and a dissertation committee that best fits their identities and backgrounds is needed. 

Program: Science Communication Lab (SCL) and WISCIENCE teamed up to develop a course using evidence-based materials, including the Entering Research curriculum (Branchaw, Butz, & Smith, 2020), on establishing and maintaining healthy, professional relationships. The course, “Build Your Research Community,” aims to demystify the apprenticeship model of scientific training through a free, interactive online platform, and is designed for students transitioning into life-science graduate school (senior undergraduates, post-baccalaureate students, and early career graduate students). It guides students through the process of finding and developing healthy mentoring relationships, especially with one’s primary research advisor. To connect the practices to their individual situations, students watch videos, complete reflective questions, participate in online discussions, and are encouraged to reflect on their own strategies and challenges. 

Pilot test: In collaboration with 12 training programs, we conducted 2 years of pilot testing with 396 students in total. Preliminary results from this past year show that 75% of students (Ns 108-197) agreed or strongly agreed that the course topics were relevant to their training and 67% were somewhat or extremely likely to recommend the course to other trainees. In addition, more than 60% of students reported “a lot” or “a great deal” in the learning gains for the course and higher percentages of participants agreed or strongly agreed with science identity statements post-course compared to overall responses on a pre-survey.

Conclusion: "Build Your Research Community" addresses a critical need by providing accessible, evidence-based training to help students establish and maintain healthy mentoring relationships. By making the hidden curriculum explicit, graduate students are empowered, particularly those from historically marginalized backgrounds, to navigate the research environment effectively.

Session Format: This session will explore our instructional design approach to developing inclusive, interactive online curricula for navigating relationships for mentees, including sourcing diverse speakers and content selection. Representatives from SCL and the Wisconsin Institute for Science Education and Community Engagement (WISCIENCE) at University of Wisconsin-Madison will present an overview of the NIH-funded (IPERT) course on navigating mentoring relationships (5 mins). Preliminary evaluation results from ongoing pilot testing will be presented as well as lessons learned from the implementation process and guidelines on how to integrate the online course into existing curricula (10 mins). In the final section, participants will work in groups to identify potential strategies to incorporate the course into their research training programs. A final question and answer period will engage participants in a discussion of implementation strategies (5 mins). Participants will leave the session with an understanding of the hidden curriculum that graduate students and postdocs face, approaches to address those concerns through mentoring, and strategies for implementing a mentoring curriculum at their own institution.

"Build Your Research Community”: An Inclusive Online Course Effectively Guides Research Trainees in Building Mentoring Networks

Background: The graduate education community recognizes the critical role of mentorship and professional development in training and retaining a diverse biomedical workforce. However, the mentoring and professional development that students’ receive as they near the end of their PhD is often informal, unstructured, variable, and presents a unique set of planning, mentoring, and communication challenges. These challenges are even more pronounced for underrepresented minority students, increasing the likelihood of attrition. To address this, the Yale Ciencia Academy, an NIH-funded professional development program, partnered with Science Communication Lab to develop a series of online video courses to enhance trainees’ ownership of their career exploration and communication, mentoring, and planning skills as they near completion of their PhD and help their PhD to postdoc transition. 

Yale Ciencia Academy program, online course solution, and implementation: The Yale Ciencia Academy (YCA) is a free year-long program that equips biomedical or health sciences doctoral students from underrepresented backgrounds in the final 1-2 years of their programs with the knowledge, skills, and networks they need to find great postdoctoral positions that will further their academic interests and career goals. The YCA program increases mastery in career planning, mentoring-up, and communication skills through workshops, peer and role model discussions, and one-on-one mentoring meetings. YCA fellows showed higher PhD completion (93% YCA vs ~50% in six years or less for biomedical PhDs), clearer career interests, and higher self-efficacy in managing professional transitions. To extend the impact of the program, in collaboration with Science Communication Lab, we converted four of the YCA workshops into a free, interactive online course series. Entitled “Professional Skills for Proactive and Engaged Scientists,” the series aims to enhance trainees’ ownership of their career exploration and communication, mentoring, and planning skills as they near completion of their PhD. The series features courses in four key areas: (1) The Strategic Postdoc, which guides students through the process of considering whether a postdoc position is right for them and if so, finding, interviewing, and choosing a postdoc that fits with their personal and professional aspirations; (2) Strategies for Effective Public Engagement, which helps learners for whom outreach is an important aspect of their identity develop a plan for how to do it ethically and integrate it to their busy lives; (3) Career Planning for Early Career Scientists, which helps learners create an actionable roadmap for identifying career goals and moving on from a PhD; (4) Mentoring-Up, which focuses on establishing productive mentoring relationships to support PhD completion and career advancement. Participants of each course leave with a personalized plan, based on their responses to the course questions, to help implement their personal and career development. The skills acquired through these courses empower students to model supportive mentoring environments and effective career development practices contributing to more inclusive academic research environments. To connect the practices to their individual situations, learners watch videos, complete questions, participate in online discussions, and are guided to reflect and apply lessons to their own lives. We started to create these online courses in 2021 and some have already been pilot-tested by replacing the traditional workshop used in the YCA training with the online course. They have also been tested online as free, interactive online courses. We currently have tested two of the four courses, The Strategic Postdoc and Strategies for Effective Public Engagement. For these courses, students stated that they would highly recommend the course to a friend or colleague and were highly satisfied with the course (average above 4.5 out of 5). 
      
Session Format: In this session, we will present an overview of this new video course series entitled “Professional Skills for Proactive and Engaged Scientists,” including instructional design and online curriculum (10 mins). We will describe how we have incorporated these asynchronous courses into Yale Ciencia Academy (YCA), the importance of pairing online courses with synchronous/group peer-mentoring discussion sessions, and overview the preliminary data for the pilot test with YCA fellows (5 mins). The session will conclude with a discussion of how institutional leaders may be able to incorporate the series, individual courses, or single videos into graduate training programs; and why institutions might be interested in supporting students' explorations of these topics (5 mins). This session will provide the audience with an understanding of what each course provides, including the structure, learning objectives, and activities, the importance of professional development on the success of graduate training, and the benefits of incorporating these professional development training courses on graduate students. We will present models to our participants on how this curriculum can be incorporated into existing graduate training and provide an opportunity to discuss with others on alternative models.

"Professional Skills for Proactive and Engaged Scientists,” a Free, Online Courses Series to Pave the PhD-to-Postdoc Transition

Abstract
Introduction. As demographic shifts continue to occur across the educational landscape, national goals remain salient for diversifying the biomedical workforce. In 2014, the NIH selected 10 undergraduate institutions across the U.S. as sites for the BUilding Infrastructure Leading to Diversity (BUILD) award, a historic $500 million research training and institutional capacity-building initiative that utilized a multi-pronged approach to enact student, faculty, and institutional level change through evidence-based yet novel initiatives (Hurtado et al., 2017; Gibbs et al., 2022). This study examined efforts toward institutionalization and sustainability accomplished through the award. Through a multiple case study design, we identified what BUILD sites have accomplished at an institutional level and plan to maintain beyond grant funding. The following research questions guided this study:
1.What kinds of initiatives will be sustained and/or institutionalized after award funding ends?
2.What institutional conditions aided or inhibited programs in becoming a permanent part of the institution to advance diversity in biomedical sciences?
 
Methods. To understand program sustainability and institutionalization of the BUILD program, the researchers held one- to two-day site visits at each of the 10 BUILD sites and conducted 259 interviews and focus groups with 368 total participants, including staff, students, faculty, principal investigators, and central administration. The team created summary reports from the site visits and developed matrices to conduct a cross-case analysis of the initiatives. They then conducted multiple rounds of coding of the interview and focus group data, including descriptive coding, thematic coding, and pattern coding. The team continued to create and refine matrices at each step in the process to thoroughly examine the collected data (Saldaña, 2013; Miles et al., 2020).
 
Results. There are several program elements being sustained beyond the grant. At the student level, program elements include: undergraduate scholarship, research, and biomedical training; graduate student programming; and curriculum and courses. At the faculty and organizational levels, interventions include faculty training, changes in faculty hiring practices, and infrastructure developments. However, while this expanded our understanding of what was being sustained beyond the grant, it was also necessary to understand the context and circumstances of these maintained initiatives. The study found four contextual elements that facilitated whether or not programs would be sustained: institutional financial status; organizational infra/structure and partnerships; commitment from central administration and STEMM faculty; and alignment with institutional priorities. The presence of these elements, or lack thereof, described whether or not an institution’s context was receptive toward intervention sustainability.
 
Conclusions and Discussion. This study provides lessons for future grant-funded teams and senior administrators engaged in STEMM equity and inclusion efforts. Regarding the most commonly sustained activities, the interventions that required the fewest resources to maintain were most salient: undergraduate training in courses, faculty mentor training, hiring developments, and infrastructure changes. Regarding contextual elements, the study found that interventions can only be maintained if they are financially viable and supported by the institution at structural, organizational, and individual levels. It is important to note that these contexts, while often preexisting, are also malleable. Context may initially be nonreceptive to sustainability, but there may also be circumstances fostered by program teams to increase the likelihood of sustaining initiatives beyond grant funding.
 
Acknowledgments. Work reported in this publication was supported by NIH Grant U54GM119024 and several NIH offices, centers, and institutes. We thank members of the Coordination and Evaluation Center who contributed to data collection and/or coding: Christian Cabunag, Justin Andrew Gutzwa, and Patricia Martin, and the change agents who shared their experiences for the Enhance Diversity Study and members of the DPC.

Sustaining Grant-funded Programs: Conditions for Sustaining Initiatives that Enhance Diversity in STEMM

Science is inherently hard for most learners. Research demonstrates that learners from underrepresented racial and ethnic backgrounds experience additional difficulties with subject matter. Moreover, at every post-secondary educational level, in the sciences, the representation and retention of underrepresented learners is steadily declining where contributing factors include students’ experience of reduced self-efficacy, stereotype threat, limited familial and financial support as well as insufficient academic preparation. Poor teaching techniques have also been demonstrated to contribute to the decline. Current interventions of mentoring to mitigate the disparity in attrition of said learners do not directly address learner-identified issues within the classroom where instructors are tasked with maximizing the learning experiences for students. Here, in this session, instructor misbehavior is proposed as an unconventional candidate responsible for modulating the attrition of underrepresented learners in science. 

This session is designed to introduce attendees to the literature describing the types of instructor behaviors that are favored and unfavored by students as well as educate attendees on the impact of such behaviors on student affect for subject matter. Following this introduction, session attendees will participate in an activity to generate candid conversation about their opinions as it pertains to instructor (mis)behavior on student learning outcomes in science courses as well as contribute to budding discussions to help foster a much-needed typology that describes how racial and ethnic identity influences student perceptions of instructors’ behaviors.

Whose Fault is it Anyway? The Case of Instructor Misbehavior in the Persistence of Underrepresented Students in Science

Developing Culturally Responsive Metrics for STEM Student Success in Minority Serving Institutions

Participation of underrepresented groups in biomedical and behavioral science research fields is vital to ensuring a high-quality supply of these scientists in the United States. Unfortunately, many underrepresented students do not see research careers as a viable option and may choose not to pursue graduate education in biomedical research (Byars-Winston, Guiterrez, Topp, & Carnes, 2011). In this symposium we provide an overview of an innovative student-led entrepreneurial undergraduate research training program, the ASCEND Scholars Program, designed to diversify the biomedical research workforce.  The program is a component of A Student-Centered Entrepreneurship Development (ASCEND) model (Kamangar, et al, 2019) funded through the NIH “Building Infrastructure Leading to Diversity” (BUILD) initiative from 2014 – 2019 (Valentine and Collins, 2015).  We provide an overview of the model, student selection criteria and scholar characteristics, and core components of student training designed to enhance student interest, knowledge, and skills in biomedical and behavioral science research careers. We then provide a pre—post analysis of Individual Development Plans (IDP) assessed at the beginning and conclusion of program participation.  Examined are changes in student perceptions of their short-term, intermediate, and long-term goals and skills needed to achieve them.  Next, a presentation led by ASCEND Scholar alumni will focus on the importance of experiential learning and opportunities for community engagement in strengthening student interest in biomedical and behavioral science research. Finally, we highlight key program outcomes such as scholar increase in science identity, peer support, research, academic, and social self-concept.

ASCEND: Cultivating Biomedical and Behavioral Science Researchers through Entrepreneurial Research Training

Research suggests that experiential learning through community outreach and leadership serves as a basis for improving academic, personal, and career outcomes for students (Goldberg, et al 2011). Training programs that include community outreach experience and opportunities for leadership reveal that participation in community fosters a sense of pride and increased self-efficacy knowing that a contribution was made to benefit the community (Battaglia, et al, 2019).  The purpose of this presentation is to highlight changes in ASCEND Scholar community engagement and leadership during their participation in the program. Data on student engagement in community-based activities and leadership roles were collected from students each year of their participation in the program. Descriptive data suggests that student engagement in community activities and leadership roles increased during their participation in the program. Engagement in an entrepreneurial training program enhanced student involvement in key campus and community leadership roles and participation.  Implications of these findings for broadening participation in biomedical and behavioral science research is addressed.

Ascending in Biomedical Research Through Leadership and Community Engagement

Individual Development Plans (IDP) were designed as a tool to identify academic and career goals, assess the feasibility of obtaining these goals with respect to the individuals’ skill sets, and develop a plan to acquire these skills and competencies to obtain short- and long-term academic and career goals (Edwards, et al, 2024). In this program, ASCEND Scholars were provided with a career planning process that allowed them to identify both academic and professional needs and career goals (Kamangar, et al, 2019). The IDP also assessed student self-assessments of academic, research, and professional development skills needed to achieve their goals and areas in which improvement is needed. In this presentation, we examine if IDPs help students establish their short term and long-term goals and assess perceived skills needed to actualize their goals.  IDPs were collected at baseline/year 1 and during program year 2 from 63 ASCEND Scholars. Students specified the specific skills needed in each category and their level of proficiency on a scale from 1 = lowest level of proficiency to 5 = highest level of proficiency. Paired t-tests reveal that students showed improvement in each of the areas assessed (p < .05). Academic skills: Y1:M=3.07, SD=.57;Y2:M=3.46,SD=.46; Research/Technical Skills: Y1: M=3.05,SD=.64;Y2: M=3.30,SD=.56; Professional/ Interpersonal Skills (Y1: M= 3.18,SD=.75, Y2:M= 3.66, SD=.60. Examination of long-term goals shows that student goals changed over time and reflect interests in becoming leaders in Biomedical and Social Science careers. Participation in an entrepreneurial research training model may have influenced student perceptions of their long-term career goals and skills needed to achieve them.

Cultivating Biomedical and Behavioral Science Researchers through Self-Assessment and Individual Development Plans

The ASCEND Research Training Program (Kamangar et al., 2019) was designed to address the need for a more inclusive research environment by focusing on student-centered hallmarks of success.(Hallmarks of Success, 2019) These included: 1) Strengthening Science Identity by fostering a supportive learning environment where students felt valued as scientists which helped them develop a strong sense of belonging in the research community; 2) Building Research Self-Efficacy by equipping students with a strong sense of confidence in their ability to conduct independent research including providing opportunities to design, execute, and present research projects; 3) Enhancing Academic, Scientific, Personal, and Social Self-Concept by actively recruiting and training mentors who could provide effective guidance and support tailored to each student's needs and exposing students to diverse research areas and opportunities to interact with successful scientists. By focusing on these hallmarks, this research training program aimed to cultivate not only research skills but also the confidence and drive necessary for students from underrepresented backgrounds to become future leaders in a diverse and thriving research landscape. In this presentation, we assess the effectiveness of the ASCEND entrepreneurial research training program in terms of the hallmarks of success.  Other key academic outcomes are also examined. An annual ASCEND survey was administered to 270 students at Morgan State University.  A retrospective pre/-post design was employed to examine perception of change in key constructs over a one-year period. ASCEND Scholars were compared to a matched control sample. 
Compared to their comparison group (n = 59), ASCEND Scholars (n = 40) had significantly greater gains in Science Identity (pre/post: 70.0 and 77.2% vs. 58.9% and 89.7%, p <0.001), Research Self-Efficacy (pre/post: 65.1% and 74.8% vs. 48.1% and 84.7%, p=0.003) Academic Self-Concept (pre/post: 75.4% and 80.4% vs. 73.9% and 89.0%, p <0.001), Social Self-Concept (pre/post: 75.4% and 84.5% vs. 65.8% and 86.5%, p=0.008), and Peer Support (pre/post: 43.3% and 49.6% vs. 33.9% and 72.0%, p <0.001). Entrepreneurial research training promotes a greater sense of research confidence and efficacy in students underrepresented in biomedical and behavioral science research. This may aid in diversifying the biomedical and behavioral science research workforce via greater student identification and confidence in pursuing these fields.

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Navigating STEM Pathways: Belonging Mediates the Impact of Goal Congruity on Persistence (but not Well-being) Among Indigenous Students