Juneteenth in STEMM and the barriers to equitable science.

We are 52 Black scientists. Here, we establish the context of Juneteenth in STEMM and discuss the barriers Black scientists face, the struggles they endure, and the lack of recognition they receive. We review racism's history in science and provide institutional-level solutions to reduce the burdens on Black scientists.

Cortical control of affective networks.

Transcranial magnetic stimulation and deep brain stimulation have emerged as therapeutic modalities for treatment refractory depression; however, little remains known regarding the circuitry that mediates the therapeutic effect of these approaches. Here we show that direct optogenetic stimulation of prefrontal cortex (PFC) descending projection neurons in mice engineered to express Chr2 in layer V pyramidal neurons (Thy1-Chr2 mice) models an antidepressant-like effect in mice subjected to a forced-swim test. Furthermore, we show that this PFC stimulation induces a long-lasting suppression of anxiety-like behavior (but not conditioned social avoidance) in socially stressed Thy1-Chr2 mice: an effect that is observed >10 d after the last stimulation. Finally, we use optogenetic stimulation and multicircuit recording techniques concurrently in Thy1-Chr2 mice to demonstrate that activation of cortical projection neurons entrains neural oscillatory activity and drives synchrony across limbic brain areas that regulate affect. Importantly, these neural oscillatory changes directly correlate with the temporally precise activation and suppression of limbic unit activity. Together, our findings show that the direct activation of cortical projection systems is sufficient to modulate activity across networks underlying affective regulation. They also suggest that optogenetic stimulation of cortical projection systems may serve as a viable therapeutic strategy for treating affective disorders.

A randomized controlled trial of an intervention to increase cultural diversity awareness of research mentors of undergraduate students.

Cultural diversity variables like race and/or ethnicity influence research mentoring relationships, but mentors may not know how to address such variables with their mentees. Using a randomized controlled trial design, we tested a mentor training intervention to increase mentors' awareness and skill in addressing cultural diversity in research mentoring relationships, documenting its impact on mentors and their undergraduate mentees' ratings of mentor effectiveness. Participants were a national sample of 216 mentors and 117 mentees from 32 undergraduate research training programs in the United States. Mentors in the experimental condition reported greater gains than those in the comparison condition regarding the relevance of their racial/ethnic identity to mentoring and their confidence to mentor students across diverse cultural identities. Paired mentees of mentors in the experimental group rated their mentors higher at respectfully broaching and creating opportunities to address race/ethnicity matters than those with mentors in the comparison group. Our results support the efficacy of culturally focused mentorship education.

Enhancing Research Mentors' Cultural Awareness in STEM: A Mentor Training Intervention.

Research mentoring relationships are critical to mentees' persistence in STEM careers. Cultural identity variables (gender, race, ethnicity) influence how mentees experience mentoring relationships, including their developmental needs and expectations of mentors. Research shows that mentees from underrepresented groups in STEM often want to discuss topics related to race and ethnicity and how these factors impact their careers. However, many research mentors are uncertain of their ability to broach cultural diversity issues in mentorship, or in strategies to engage in culturally aware mentoring practices. To address this need, we developed an evidence-based mentor training intervention for Enhanced Cultural Awareness (ECA) in mentorship. We implemented this 2hr module online with research mentors (N=62) largely from well-represented racial/ethnic groups in STEM who were mentoring undergraduate researchers from underrepresented racial/ethnic groups. Mentors reported significant gains in skills, attitudes and behaviors related to cultural awareness in mentoring. The majority of mentors found the training valuable, and 97% of mentors reported intending to make changes in mentoring practices post intervention. Our results indicate that the ECA module is an effective tool to increase mentors' capacity to enact culturally aware mentoring practices. Implications for continued research and mentorship education to enhance mentors' cultural awareness are also discussed.

Evaluation of a Culturally Responsive Mentorship Education Program for the Advisers of Howard Hughes Medical Institute Gilliam Program Graduate Students.

Effective mentorship is critical to the success of trainees in research career pathways, significantly impacting their research productivity, academic and research self-efficacy, and career satisfaction. Research faculty may be unaware of or unprepared to address mentor-mentee dynamics in mentoring relationships, especially those that go beyond traditional scientific skill development. Addressing mentorship dynamics can be even more challenging for mentors from well-represented backgrounds working with mentees from historically excluded racial/ethnic groups. The Howard Hughes Medical Institute supports programmatic interventions, like the Mentorship Skills Development (MSD) course, an innovative program that aims to advance the mentorship competencies and cultural diversity awareness of mentors. Between 2015 and 2020, more than 200 faculty mentors participated in the MSD. Quantitative and qualitative data reveal significant gains in mentorship skills and cultural awareness, with mentors reporting increases in their confidence to have conversations around race and culture with their mentees. More than 85% reported actual or intended changes to their cultural responsiveness or mentorship behaviors. Importantly, behavioral changes were also observed by their mentees. These data indicate that culturally responsive mentorship education can increase knowledge and efficacy in effective mentorship practices and improve mentorship experiences of both mentors and mentees.

Cultivating PhD Aspirations during College.

Science, technology, engineering, and mathematics (STEM) career barriers persist for individuals from marginalized communities due to financial and educational inequality, unconscious bias, and other disadvantaging factors. To evaluate differences in plans and interests between historically underrepresented (UR) and well-represented (WR) groups, we surveyed more than 3000 undergraduates enrolled in chemistry courses. Survey responses showed all groups arrived on campus with similar interests in learning more about science research. Over the 4 years of college, WR students maintained their interest levels, but UR students did not, creating a widening gap between the groups. Without intervention, UR students participated in lab research at lower rates than their WR peers. A case study pilot program, Biosciences Collaborative for Research Engagement (BioCoRE), encouraged STEM research exploration by undergraduates from marginalized communities. BioCoRE provided mentoring and programming that increased community cohesion and cultivated students' intrinsic scientific mindsets. Our data showed that there was no statistical significant difference between BioCoRE WR and UR students when surveyed about plans for a medical profession, graduate school, and laboratory scientific research. In addition, BioCoRE participants reported higher levels of confidence in conducting research than non-BioCoRE Scholars. We now have the highest annual number of UR students moving into PhD programs in our institution's history.