Underrepresented Minority Undergraduate Students Research Articles

Mentoring across difference and distance: building effective virtual research opportunities for underrepresented minority undergraduate students in biological sciences.

Summer Research Experiences for Undergraduates (REUs) are established to provide platforms for interest in scientific research and as tools for eventual matriculation to scientific graduate programs. Unfortunately, the COVID-19 pandemic forced the cancellation of in-person programs for 2020 and 2021, creating the need for alternative programming. The National Summer Undergraduate Research Project (NSURP) was created to provide a virtual option to REUs in microbiology to compensate for the pandemic-initiated loss of research opportunities. Although in-person REUs have since been restored, NSURP currently remains an option for those unable to travel to in-person programs in the first place due to familial, community, and/or monetary obligations. This study examines the effects of the program's first 3 years, documenting the students' experiences, and suggests future directions and areas of study related to the impact of virtual research experiences on expanding and diversifying science, technology, engineering, and mathematics.

Use of the "Future Life Map" exercise to improve awareness of career options and opportunities in underrepresented minority undergraduate students pursuing STEM careers.

ObjectivesThere has long existed significant underrepresentation of minority students in STEM training and careers. Ongoing efforts to improve opportunities and participation for underrepresented minority students have focused on multiple areas, from increased funding to early exposure to research in STEM. We developed the novel Future Life Map career planning exercise with the goal of contributing to this multi-faceted approach. The exercise emphasizes on the consideration of multiple potential career destinations and routes to those destination. The exercise was designed with the goal of improving participant awareness of options and career planning self-efficacy to improve success and retention of underrepresented minority student participation and retention in STEM.MethodsWe implemented the Future Life Map exercise with 2 separate groups of under-represented minority undergraduate students pursuing careers in STEM. Participants then completed an anonymous survey to evaluate the exercise and describe the value they derived from completing the Future Life Map.ResultsThe exercise presentation and its supporting documents were highly rated by participants with >81% of respondents rating it as “very informative” (4 or 5 on a 5-point Likert Scale). Participants reported that they were very likely to recommend the exercise to others (25 of 27 participants) and were likely to repeat the activity for their own future decision making (22 participants). Themes that emerged from participant reporting of the value of the exercise were: increased awareness of career and training options, improved understanding of the research required to make informed career/life decisions, and new awareness of specific information about career options under consideration.ConclusionThe Future Life Map exercise was successful in improving participant awareness of career options, career planning ability, and helped participants to feel more empowered. This is likely of particular benefit for improving participation and retention of under-represented minority students pursuing careers in STEM.

A Summer Professional Immersion in Nursing Program for Underrepresented Minority Undergraduate Students.

By 2044, more than 50% of the U.S. population will consist of ethnic/racial minorities. To facilitate optimal health, the projected nursing workforce should mirror this statistic. This pilot study examined the effects of a Summer Professional Immersion in Nursing Program (SPIN) on confidence in career decision making of under-represented minority undergraduate students. The 4-week program exposed participants to various nursing experiences. The Career Decision Self-Efficacy Scale was administered pre- and post-SPIN to measure level of confidence in career decision making. The sample included eight women, with an average age of 19.63 years (SD = 0.52). Comparative analysis was performed using a reliable change index. The pre- to post-SPIN change was 0.38, indicating a meaningful significant increase in confidence. SPIN is an example for nursing programs interested in attracting undergraduate underrepresented minority students. The program positively influenced self-efficacy toward career selection and may positively influence enrollment of underrepresented nurses in the future. [J Nurs Educ. 2020;59(11):631-636.].

Abstract D035: Tracking of undergraduate research trainees for continuous improvement of the ReTOOL program

Abstract Introduction With the limited progress in eliminating cancer disparities, it is important to develop a diverse oncology workforce who will effectively address cancer disparities. Implemented in 2012, the Research Training Opportunities for Outstanding Leaders (ReTOOL) Program focuses on increasing the number of underrepresented minority (URM) cancer scientists in Florida. URM undergraduate students from the state of Florida are invited to participate in a 16-week, hands-on research experience at the University of Florida (UF). Students are assigned to a UF mentor who facilitates their research training and aid their professional development through multiple scholarly activities (http://retool.cop.ufl.edu/). This project focuses on the program evaluation of the ReTOOL program. Methodology ReTOOL alumni are tracked for 10 years to provide evaluation and their career status through biannual surveys. The survey asks about their experience in participating in the program; skills gained during the program; how their participation has benefited their professional development; and their opinions about the program. Alumni respond to open-ended, Likert scale, and multiple choice questions. All open-ended questions in the 2015, 2016, and 2018 surveys were employed for this study. Data analysis comprised the use of themes to categorize the responses. Sub-theming was also used to address specifics within responses; for example, “networking” was divided into “networking among peers” and “networking among UF faculty.” Results Open-ended responses by ReTOOL alumni provided unique perspective on what makes undergraduate research training programs impactful for minority trainees. The ReTOOL alumni noted that strong partnerships with their UF mentor and lab made the program effective. Some attributes of an effective mentor included encouragement, frequent communication, and the ability to shadow in clinical settings. Trainees noted that the information presented about grant and proposal writing would provide future benefits. Understanding scientific research (e.g. ethical practices, documentation, and replication) was a gap filled through participation. Trainees noted that the resources available at UF were excellent and included state-of-the-art technology compared to technology at their home institutions. Improvement opportunities noted included communication with mentors, stipend disbursement timeline, and accommodation. Overall, alumni noted that participating in research informed their graduate school decisions and recommend participating in the program. Conclusion The responses from ReTOOL alumni aided in continuous improvement of the program and effective transplantation of the ReTOOL program at Florida A&M University. Although tracking alumni over the years could be challenging, it is worth it for effective planning of future research training programs. ReTOOL alumni achievements include doctoral degrees (PhDs and MD), publications, presentations and awards. Citation Format: Parisa Fathi, Folakemi Odedina, Bereket Mochona, Renee Reams, Jennifer Nguyen, Nissa Askins, Ernest Kaninjing, Linda Behar-Horenstein, Debra Lyon, Merr Jennifer Markham, Adaora Ezeani. Tracking of undergraduate research trainees for continuous improvement of the ReTOOL program [abstract]. In: Proceedings of the Twelfth AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2019 Sep 20-23; San Francisco, CA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2020;29(6 Suppl_2):Abstract nr D035.

Abstract D039: Student-centered Pipeline to Advance Research in Cancer Careers (SPARCC): A new program to increase underrepresented minorities in clinical cancer research careers

Abstract An eight-week intensive pipeline training program was designed to recruit and prepare underrepresented minority undergraduate students to pursue careers as clinical research professionals and obtain advanced degrees in cancer research to improve diversity and culturally responsive care in clinical cancer research. Cancer clinical trials are imperative to advance therapies and improve patient survival rates, yet barriers exist preventing underrepresented minorities (URM) from participating. There is a need to foster a diverse healthcare workforce who mirror the larger population, yet national statistics report sluggish growth in the recruitment of underrepresented minorities (URM) to scientific occupations. Student-centered Pipeline to Advance Research in Cancer Careers (SPARCC) is a newly funded five-year National Cancer Institute R25 education program recruiting URM, to become clinical research professionals (CRPs) or seek advanced degrees in clinical cancer research. The eight-week program immerses students in hands-on experiences framed by the Joint Task Force for Clinical Trials Competency Domains. Grounded in theory of experiential learning and culturally responsive teaching, 35 faculty and CRPs taught and served as student champions, spanning pediatric oncology, oncology pharmacy, surgical oncology, gynecologic oncology, genetics, palliative care and medical oncology. Scholars experienced first-hand the methods in which complex trials provide innovative precision cancer treatments. Scholars completed a ‘Wicked Problems’ research project on cancer health disparities. Analysis of SPARCC evaluation data and one-on-one exit interviews utilizes both qualitative and quantitative methods. Of 39 applications received, 62% (24/39) identified as URM and 77% (30/39) were females. All applicants were enrolled in undergraduate programs or recently graduated with a bachelor’s degree. Most were pursuing biomedical science majors (30/39) with interest to seek careers in healthcare (34/39). In June 2019, ten scholars were accepted (9 females, 1 male), 90% of the matriculating cohort identified as URM. Over 84 different workshops were facilitated, and Scholars participated in three, two-week practicum rotations. Workshop sessions were evaluated by students using free text, 5-point Likert scale questions rating efficacy, satisfaction, and skills of the facilitator and an overall ten-point rating. Wicked Problems projects focused on: stigma of prostate health among African American males, cervical cancer screening among Latinas, impact of food insecurities on cancer treatment, skin cancer prevention among African Americans, and improving enrollment of URMs in clinical trials. Evaluation data is forthcoming. SPARCC has paved the way as an innovative and pedagogically sound education training program for URM. By curating an experience integrating research methods, cancer epidemiology, and health disparities, Scholars have a passion for clinical cancer research. Citation Format: Kristina Kaljo, Robert Treat, Janet Rader. Student-centered Pipeline to Advance Research in Cancer Careers (SPARCC): A new program to increase underrepresented minorities in clinical cancer research careers [abstract]. In: Proceedings of the Twelfth AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2019 Sep 20-23; San Francisco, CA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2020;29(6 Suppl_2):Abstract nr D039.

Abstract D037: Training the next generation of undergraduate URM cancer scientists: Results and lessons learned from a cancer research Partnership Scholar Program

Abstract Background: To improve cancer disparities among underrepresented minority (URM) populations, better representation of URM individuals in cancer research is needed. The San Diego State University (SDSU) and University of California San Diego (UCSD) Moores Cancer Center Partnership is addressing cancer disparities through an educational program targeting undergraduate URM students. Aims: To increase the proportion of URM individuals participating in cancer research by providing a range of research education opportunities supported by the Partnership Scholar Program Methods: The Partnership provides a paid intensive summer research internship enriched with year-round activities that include educational sessions, a journal club, mentorship, social activities, and poster sessions and presentations. Program evaluation through follow-up surveys, focus groups and other formal and informal feedback, including advisory and program steering committees are used to improve the program. Long-term follow-up among scholars (minimum of 10 years) provides data to evaluate the program’s long-term impact on scholars’ education and career path. Results: Since 2016, 63 URM undergraduate students participated in the scholar program. At the Year 2 follow-up (2016 cohort; n=12), 50% had completed their GRE and/or applied to graduate school or medical school. Lessons learned during the course of the program led to changes that were implemented to provide a better learning experience and increase overall program satisfaction, which include: 1) Lengthening the recruitment timeline to improve reach of eligible students and to provide more time for scholar selection and onboarding. 2) Improving the recruitment processes by collaborating with organizations serving URM students. 3) Refining the program contracts and onboarding meetings to help clarify expectations for scholars and faculty mentors. 4) Program coordinator skills and responsibilities (e.g., communication with scholars and mentors) are key to scholar satisfaction and retention. The coordinator organizes and communicates program activities, holds one-on-one in-person meetings, and provides ongoing mentorship to increase retention and scholar success in their ongoing academic development. 5) Adjustments to program components, such as scheduling and curricula of the summer education sessions, pairing scholars with clinicians, and the addition of social events were implemented to improve scholars’ learning experience. 6) Efficient tracking of the multitude of evaluation metrics requires a well-mapped and scheduled evaluation plan that includes automated publication notification systems and LinkedIn groups to evaluate scholars’ satisfaction and achievements post-program completion. Conclusions: The Partnership identified best practices and lessons learned for implementing lab-based internship scholar programs in biomedical and public health fields that could be considered in other programs. (U54CA132384 & U54CA132379) Citation Format: Elinor Gaida, Elva M Arredondo, Anthony J Barrios, Sanford I Bernstein, Richard M Cripps, Sheila E Crowe, Jill Dumbauld Nery, Maria Elena Martinez, Bilge Pakiz, Mercedes A Quintana Serrano, Roland Wolkowicz, Hala Madanat. Training the next generation of undergraduate URM cancer scientists: Results and lessons learned from a cancer research Partnership Scholar Program [abstract]. In: Proceedings of the Twelfth AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2019 Sep 20-23; San Francisco, CA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2020;29(6 Suppl_2):Abstract nr D037.

Developing a Novel Framework for an Undergraduate Cancer Research Education and Engagement Program for Underrepresented Minority Students: the Florida-California CaRE2 Research Education Core (REC) Training Program.

Lack of substantive research experiences and technical skills mentoring during undergraduate studies leaves many underrepresented minority (URM) students unprepared to apply to competitive graduate programs. As a part of our ongoing effort to increase the pipeline for the development and training of successful URM scientists in biomedical sciences with focus on reducing cancer health disparities, the Florida-California Cancer Research Education and Engagement (CaRE2) Health Equity Center was launched in 2018. Funded through an NIH/NCI U54 grant mechanism, the CaRE2 Center is a triad partnership among Florida Agricultural and Mechanical University (FAMU), a minority-serving institution, University of Florida (UF), and University of Southern California (USC) Cancer Center. One of the objectives of the triad partnership is to promote the coordination and implementation of the training of the next generation of Black and Latinx biomedical scientists in Florida and California. An important component of the CaRE2 program is the Research and Education Core (REC) designed to coordinate the training of URM students and researchers at different levels in their academic and professional developments. The undergraduate cancer research training program under FAMU-CaRE2 Center is a 3-year (2018-2021) project to identify, train, mentor, and provide the URM undergraduate students with the support network they need to flourish in the program and beyond. In its year-1 funding cycle, the program has made significant progress in developing a novel framework for an undergraduate cancer research education and engagement program at FAMU, one of the forefront minority institutions in the nation. The mentored research program is complemented with professional development and engagement activities, including cancer research seminars, workshops, and community outreach activities. The purpose of this paper is to discuss the strategies implemented for an effective partnership, the leadership and mentoring skills, and outcomes from the year-1 experiences. In addition, we present the progress made in advancing the pool of underrepresented minority students with scientific and academic career progression paths focused on cancer health disparities.

The Role of Self‐Efficacy and Identity in Mediating the Effects of STEM Support Experiences

We report results from two studies testing the Mediation Model of Research Experiences (MMRE), which posits that science (or engineering) self-efficacy and identity as a scientist (or engineer) mediate the association between support programs and students' commitment to science, technology, engineering, and mathematics (STEM) careers. Study 1 included 502 matriculated and recently graduated undergraduate STEM students. Structural equation modeling analyses indicated that research experience, instrumental mentoring, and involvement in a community of scientists were associated with commitment to a STEM career, mediated through science/engineering self-efficacy and identity as a scientist/engineer. There were few interactions with ethnicity and none with gender. In Study 2, 63 undergraduate students in science/engineering support programs were surveyed with a similar instrument at the beginning and end of their programs. Pre-post analyses indicated that increases over time in community involvement were associated with increases in science/engineering self-efficacy, and increases over time in science/engineering identity were associated with increased commitment to a STEM career. Taken together, these two studies show the importance of psychological processes such as identity and self-efficacy in understanding the specific ways in which science/engineering support programs lead to enhanced commitment to a career in STEM among white and underrepresented minority undergraduate students.

The Leaky Pipeline: Factors Associated With Early Decline in Interest in Premedical Studies Among Underrepresented Minority Undergraduate Students

To determine the causes among underrepresented racial and ethnic minority groups (URM) of a decline in interest during the undergraduate years in pursuing a career in medicine. From fall 2002 through 2007, the authors conducted a longitudinal study of 362 incoming Stanford freshmen (23% URM) who indicated on a freshman survey that they hoped to become physicians. Using a 10-point scale of interest, the authors measured the change in students' levels of interest in continuing premedical studies between the beginning of freshman year and the end of sophomore year. Follow-up interviews were conducted with 68 participants, approximately half of whom had experienced decreases in interest in continuing as premeds, and half of whom who had experienced increases in interest. URM students showed a larger decline in interest than did non-URM students; women showed a larger decline than did men, independent of race or ethnicity. The authors found no association between scholastic ability as measured by SAT scores and changes in level of interest. The principal reason given by students for their loss of interest in continuing as premeds was a negative experience in one or more chemistry courses. Students also identified problems in the university's undergraduate advising system as a contributor. Largely because of negative experiences with chemistry classes, URM students and women show a disproportionate decline in interest in continuing in premedical studies, with the result that fewer apply to medical school.