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.

Testing intersectionality of race/ethnicity × gender in a social-cognitive career theory model with science identity.

Using social-cognitive career theory, we identified the experiential sources of learning that contribute to research self-efficacy beliefs, outcome expectations, and science identity for culturally diverse undergraduate students in science, technology, engineering, and math (i.e., STEM) majors. We examined group differences by race/ethnicity and gender to investigate potential cultural variations in a model to explain students' research career intentions. Using a sample of 688 undergraduate students, we ran a series of path models testing the relationships between the experiential sources, research self-efficacy beliefs, outcome expectations, and science identity to research career intentions. Findings were largely consistent with our hypotheses in that research self-efficacy and outcome expectancies were directly and positively associated with research career intentions and the associations of the experiential sources to intentions were mediated via self-efficacy. Science identity contributed significant though modest variance to research career intentions indirectly via its positive association with outcome expectations. Science identity also partially mediated the efficacy-outcome expectancies path. The experiential sources of learning were associated in expected directions to research self-efficacy with 3 of the sources emerging as significantly correlated with science identity. An unexpected direct relationship from vicarious learning to intentions was observed. In testing for group differences by race/ethnicity and gender in subsamples of Black/African American and Latino/a students, we found that the hypothesized model incorporating science identity was supported, and most paths did not vary significantly across four Race/Ethnicity × Gender groups, except for 3 paths. Research and practice implications of the findings for supporting research career intentions of culturally diverse undergraduate students are discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Unique effects and moderators of effects of sources on self-efficacy: A model-based meta-analysis.

Self-efficacy beliefs are strong predictors of academic pursuits, performance, and persistence, and in theory are developed and maintained by 4 classes of experiences Bandura (1986) referred to as sources: performance accomplishments (PA), vicarious learning (VL), social persuasion (SP), and affective arousal (AA). The effects of sources on self-efficacy vary by performance domain and individual difference factors. In this meta-analysis (k = 61 studies of academic self-efficacy; N = 8,965), we employed B. J. Becker's (2009) model-based approach to examine cumulative effects of the sources as a set and unique effects of each source, controlling for the others. Following Becker's recommendations, we used available data to create a correlation matrix for the 4 sources and self-efficacy, then used these meta-analytically derived correlations to test our path model. We further examined moderation of these associations by subject area (STEM vs. non-STEM), grade, sex, and ethnicity. PA showed by far the strongest unique association with self-efficacy beliefs. Subject area was a significant moderator, with sources collectively predicting self-efficacy more strongly in non-STEM (k = 14) compared with STEM (k = 47) subjects (R2 = .37 and .22, respectively). Within studies of STEM subjects, grade level was a significant moderator of the coefficients in our path model, as were 2 continuous study characteristics (percent non-White and percent female). Practical implications of the findings and future research directions are discussed. (PsycINFO Database Record

Defining Attributes and Metrics of Effective Research Mentoring Relationships.

Despite evidence of mentoring's importance in training researchers, studies to date have not yet determined which mentoring relationships have the most impact and what specific factors in those mentoring relationships contribute to key outcomes, such as the commitment to and persistence in research career paths for emerging researchers from diverse populations. Efforts to broaden participation and persistence in biomedical research careers require an understanding of why and how mentoring relationships work and their impact, not only to research training but also to promoting career advancement. This paper proposes core attributes of effective mentoring relationships, as supported by the literature and suggested by theoretical models of academic persistence. In addition, both existing and developing metrics for measuring the effectiveness of these attributes within mentoring relationships across diverse groups are presented, as well as preliminary data on these metrics from the authors' work.

Assessment of Scientific Communication Self-Efficacy, Interest, and Outcome Expectations for Career Development in Academic Medicine.

Competency in forms of scientific communication, both written and spoken, is essential for success in academic science. This study examined the psychometric properties of three new measures, based on social cognitive career theory, that are relevant to assessment of skill and perseverance in scientific communication. Pre- and postdoctoral trainees in biomedical science (N = 411) completed online questionnaires assessing self-efficacy in scientific communication, career outcome expectations, and interest in performing tasks in scientific writing, oral presentation, and impromptu scientific discourse. Structural equation modeling was used to evaluate factor structures and model relations. Confirmatory factor analysis supported a 22-item, 3-factor measure of self-efficacy, an 11-item, 2-factor measure of outcome expectations, and a 12-item, 3-factor measure of interest in scientific communication activities. Construct validity was further demonstrated by theory-consistent inter-factor relations and relations with typical communications performance behaviors (e.g., writing manuscripts, abstracts, presenting at national meetings).

Creating a Culture of Mindfulness in Medicine.

BACKGROUND: Well-documented challenges faced by primary care clinicians have brought growing awareness to the issues of physician wellness and burnout and the potential subsequent impact on patients. Research has identified mindfulness as a tool to increase clinician well-being and enhance clinician characteristics associated with a more patient-centered orientation to clinical care. OBJECTIVE: The overall goal of our intervention was to promote the cultivation of mindful awareness throughout our health system, creating a culture of mindfulness in medicine. METHODS: We developed a systems-level strategy to promote health and resilience for clinicians and patients by preparing a group of clinician leaders to serve as catalysts to practice and teach mindfulness. The strategy involved 3 steps: (1) select 5 primary care leaders to help foster mindfulness within both health care delivery and education; (2) provide funds for these leaders to attend advanced mindfulness training designed specifically for clinicians; and (3) foster mindfulness within our health system and beyond via collaborative planning meetings and seed money for implementation of projects. RESULTS: All 5 leaders endorsed the personal value of the mindfulness training, with some describing it as life-changing. Within 8 months, 4 of the leaders fostered a wide variety of mindfulness activities benefitting colleagues, medical students, and patients across our state and beyond. CONCLUSION: We found that the value received from our investment in mindfulness far exceeded our relatively low cost, although further evaluation is needed to prove this.

A qualitative study of work-life choices in academic internal medicine.

The high attrition rate of female physicians pursuing an academic medicine research career has not been examined in the context of career development theory. We explored how internal medicine residents and faculty experience their work within the context of their broader life domain in order to identify strategies for facilitating career advancement. Semi-structured interviews were conducted with a purposeful sample of 18 residents and 34 faculty members representing male and female physicians at different career stages. Using thematic analysis, three themes emerged: (1) the love of being a physician ("Raison d'être"), (2) family obligations ("2nd Shift"), and (3) balancing work demands with non-work life ("Negotiating Academic Medicine"). Female researchers and educators reported more strategies for multiple role planning and management than female practitioners. Interventions aimed at enhancing academic internists' planning and self-efficacy for multiple role management should be investigated as a potential means for increasing participation and facilitate advancement.

Toward a Framework for Multicultural STEM-Focused Career Interventions.

Numerous federal and national commissions have called for policies, funds, and initiatives aimed at expanding the nation's science, technology, engineering, and mathematics (STEM) workforce and education investments to create a significantly larger, more diverse talent pool of individuals who pursue technical careers. Career development professionals are poised to contribute to the equity discourse about broadening STEM participation. However, few are aware of STEM-related career development matters, career opportunities and pathways, or strategies for promoting STEM pursuits. The author summarizes STEM education and workforce trends and articulates an equity imperative for broadening and diversifying STEM participation. The author then offers a multicultural STEM-focused career development framework to encourage career development professionals' knowledge and awareness of STEM education and careers and delineates considerations for practice aimed at increasing the attainment and achievement of diverse groups in STEM fields.

Utilizing mentorship education to promote a culturally responsive research training environment in the biomedical sciences.

There is an urgent and compelling need for systemic change to achieve diversity and inclusion goals in the biomedical sciences. Because faculty hold great influence in shaping research training environments, faculty development is a key aspect in building institutional capacity to create climates in which persons excluded because of their ethnicity or race (PEERs) can succeed. We present a mixed methods case study of one institution's efforts to improve mentorship of PEER doctoral students through mentorship education workshops for faculty. These workshops were one strategy among others intended to improve graduate trainees' experiences, and positively affect institutional climate with respect to racial and ethnic diversity. Surveys of 108 faculty mentors revealed that about 80% overall agreed or strongly agreed with the value of culturally responsive mentoring behaviors but about 63% overall agreed or strongly agreed that they were confident in their ability to enact those behaviors. Through a series of three focus groups, PEER doctoral students reported that they noticed mentors' efforts to address cultural diversity matters and identified some guidance for how to approach such topics. We discuss future directions and implications for using mentorship education to activate systemic change toward inclusive research training environments and promoting the value of mentorship within institutions.

Evaluation of a Virtual Culturally Aware Mentoring Workshop for Biomedical Faculty.

The Culturally Aware Mentoring (CAM) workshop was developed to help biomedical faculty gain awareness and skills to work more effectively with racially and ethnically minoritized mentees. The purpose of this paper is to present evaluation findings from a national cluster randomized comparative study in which CAM was delivered in an online format. We evaluated data from the primary arm of this study, which included 231 biomedical faculty from 12 universities. Overall, participants evaluated both the presentation and content of the online interactive intervention favorably, reporting it helped them become a more culturally aware mentor. They further suggested how the workshop may be improved. We discuss implications for mentorship practitioners and future research directions.

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.

Broadening sources of Diginity and Affirmation in Work and Relationship.

This article builds on assertions in Richardson's (2012, this issue) Major Contribution on counseling for work and relationship. In this reaction, I expand on the relevance and potential of the counseling for work and relationship perspective to enrich the field of counseling psychology. My comments focus on three considerations to further extend the cultural relevance of Richardson's work and relationship perspective: (1) broadening sources of dignity, (2) centering knowledge of marginalized communities, and (3) promoting psychologists' critical consciousness. Richardson's perspective holds great promise for being a guiding heuristic to inform counseling psychology research, theory, and practice.

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.

A system-wide health sciences faculty mentor training program is associated with improved effective mentoring and institutional climate.

Introduction: Mentorship is critical for faculty success, satisfaction, and engagement. However, many faculty, particularly underrepresented racial/ethnic (UR) faculty, lack access to high-quality mentoring. In an effort to improve mentoring for all faculty, we developed and implemented a formally structured faculty mentor training program (FMTP) across UC San Diego Health Sciences, which included institutional support, mentorship training, and department/division mentorship programs. Methods: FMTP impact was evaluated using three primary outcome variables: mentoring quality, mentoring behaviors, and institutional climate. Participants' self-assessed mentoring competencies were measured using validated instruments. Results: A total of 391 (23%) of Health Sciences faculty participated in FMTP. Participation rate was higher for women than men (30% versus 17%) and highest for UR faculty (39%). FMTP was implemented in 16 of 19 departments. Self-reported mentoring improved for FMTP participants with mentoring quality (p = 0.009) and meeting mentees' expectations (p = 0.01) continuing to improve for up to 2 years after training. However, participants were unsure if they were meeting UR mentees' expectations. FMTP participants were significantly more satisfied with mentoring quality (p < 0.001) compared to non-participants, with the greatest increase in satisfaction reported by UR faculty (38-61%). UR faculty reported improved overall morale (51-61%) and a perception that the environment was supportive for UR faculty (48-70%). Conclusion: The implementation of a system-wide formal structured FMTP was associated with improved faculty satisfaction, quality of mentoring, and institutional climate, especially for UR faculty.

Comparing the Outcomes of Face-to-Face and Synchronous Online Research Mentor Training Using Propensity Score Matching.

In this study, propensity score matching (PSM) was conducted to examine differences in the effectiveness of research mentor training (RMT) implemented using two modes-face-to-face or synchronous online training. This study investigated each training mode and assessed participants' perceived gains in mentoring skills, ability to meet mentees' expectations, and overall quality of mentoring, as well as intention to make changes to their mentoring practices. Additional factors that may contribute to participant outcomes were also examined. In total, 152 mentors trained using a synchronous online platform and 655 mentors trained in in-person workshops were analyzed using the PSM method. Mentors were matched based on similar characteristics, including mentee's career stage, mentor's title, mentor's prior mentoring experience, mentor's race/ethnicity and sex, and mentor's years of experience; results show that both face-to-face and synchronous online modes of RMT are effective. Findings indicated that the training mode did not significantly impact the mentors' perceived training outcomes. Factors associated with the reported training outcomes included dosage (hours of training), facilitator effectiveness, race/ethnicity, and previous mentoring experience. The results of this study demonstrate that mentors' perceived training outcomes are comparable regardless of the training modality used-online versus face-to-face.

Value, Support, and Advancement: An Organization's Role in Faculty Career Intentions in Academic Medicine.

PURPOSE: Faculty engagement in academic medical centers is essential to advancing efficient healthcare delivery, research productivity, and organizational quality. The authors used turnover theory to empirically examine factors that influence faculty engagement, including both aspirational and attrition-related career intentions. METHODS: Using a convergent, mixed methods design, the authors surveyed 284 faculty at a large Midwestern public university's school of medicine in Fall 2015, Fall 2016, and Spring 2017. The study's questionnaire included a series of scales which informed three outcome variables (promotion aspirations, leadership aspirations, and intent to leave the organization) and four groups (role strain, work-family conflict, organizational commitment and support, and departmental commitment and support) of predictor variables, all of which have been previously validated with medical faculty populations. The scales were followed by open-ended questions which allowed respondents to further elaborate on their experiences in their organization related to each outcome variable. The authors used a hierarchical multiple regression model to assess the effect of each of the four groups of predictor variables on the outcome variables and then employed an iterative thematic analysis of open-ended responses to further elucidate faculty's reported experiences. RESULTS: Organizational commitment and support were significantly associated with faculty's promotion aspirations, leadership aspirations, and intentions to leave the organization. Thematic analysis of participant responses to open-ended questions further revealed the specific career development support faculty desired, mainly, streamlined and transparent promotion and leadership processes; clear guidance to maneuver these processes; holistic professional development opportunities; feeling valued; and supports for clinical and administrative tasks. CONCLUSION: Advancing organizational policy that supports infrastructure for evidence-based interventions and programming for the intentional career development of faculty is an important aspect of a proactive talent development and retention model in academic medical centers.

Measuring Research Mentors' Cultural Diversity Awareness for Race/Ethnicity in STEM: Validity Evidence for a New Scale.

Research mentors are reticent to address, and sometimes unaware of how, racial or ethnic differences may influence their mentees' research experiences. Increasing research mentors' cultural diversity awareness (CDA) is one step toward improving mentoring effectiveness, particularly with mentees from underrepresented racial/ethnic groups in science, technology, engineering, and mathematics fields. The indicators of CDA for research mentors are not yet known. Thus, we developed a scale to assess CDA related to race/ethnicity (CDA-R/E) in research mentoring relationships informed by multicultural counseling theory and social cognitive theory. The validation process was guided by classical test theory and item response theory and involved qualitative data, cognitive interviews, and an iterative series of item testing with national samples of mentors and mentees. Confirmatory factor analysis evidenced validity for a three-factor mentor scale assessing attitudes, behavior, and confidence, and a two-factor mentee scale assessing attitudes and behavior. The mentee version captures mentees' perception of the relevance of culturally aware mentoring ("Attitudes") and their perception of the frequency of mentor's culturally aware mentoring behaviors ("Behaviors"). Implications for use of the CDA-R/E scale in practice, such as assessing alignment between mentor and mentee CDA scores, and use in future studies are discussed.

Videoconferencing Etiquette: Promoting Gender Equity During Virtual Meetings.

Considerable evidence has demonstrated that gender influences interactions during in-person meetings, most commonly, negatively impacting women and persons of color. Pervasive gender stereotypes about roles that were (and are) occupied by men and women lead to implicit assumptions about competency in said roles. For example, women may receive more negative verbal interruptions or nonverbal cues that undermine their authority as a leader, a stereotypically male-typed role. The coronavirus pandemic has led to the rapid rise in videoconferencing in professional interactions; however, little is known about videoconferencing etiquette and how gender bias permeates to this new setting. Although there are many benefits to the use of this technology, it has the potential to reinforce gender bias rooted in cultural and societal norms, gender stereotypes, and traditional gender roles. The well-documented implicit biases that have been shown to favor men over women during in-person meetings may translate to further gender gaps in leadership during virtual meetings. It is also possible that videoconferencing could be used to reduce gender bias, but until we have research to shine a light on this topic, this article provides 10 tips for promoting gender equity during virtual meetings.

Reassess-Realign-Reimagine: A Guide for Mentors Pivoting to Remote Research Mentoring.

Maintaining your research team's productivity during the COVID-19 era can be a challenge. Developing new strategies to mentor your research trainees in remote work environments will not only support research productivity and progress toward degree, but also help to keep your mentees' academic and research careers on track. We describe a three-step process grounded in reflective practice that research mentors and mentees can use together to reassess, realign, and reimagine their mentoring relationships to enhance their effectiveness, both in the current circumstances and for the future. Drawing on evidence-based approaches, a series of questions for mentees around documented mentoring competencies provide structure for remote mentoring plans. Special consideration is given to how these plans must address the psychosocial needs and diverse backgrounds of mentors and mentees in the unique conditions that require remote interactions.