Institutional Interventions That Remove Barriers to Recruit and Retain Diverse Biomedical PhD Students

Autor/inn/en	Wilson, Marenda A.; DePass, Anthony; Bean, Andrew J.
Titel	Institutional Interventions That Remove Barriers to Recruit and Retain Diverse Biomedical PhD Students
Quelle	In: CBE - Life Sciences Education, 17 (2018) 2, Artikel 27 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.17-09-0210
Schlagwörter	Intervention; Biomedicine; Barriers; School Holding Power; Student Recruitment; STEM Education; Disproportionate Representation; Minority Group Students; Doctoral Programs; Graduate Students; Grade Point Average; Statistical Analysis; Academic Support Services; Demography; Student Diversity; College Entrance Examinations; Graduate Study; Social Support Groups; Science Instruction; African American Students; American Indian Students; Alaska Natives; Hawaiians; Pacific Islanders; Disabilities; Scores; Hispanic American Students; Interviews; Texas (Houston); Graduate Record Examinations + Suchen Sie Ihr Suchwort? Biomedizin; STEM; Doktorandenprogramm; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Statistische Analyse; Demografie; Aufnahmeprüfung; Social support; Soziale Unterstützung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; African Americans; Afroamerikaner; Schüler; Schülerin; Inuit; Hawaianer; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Handicap; Behinderung; Hispanic; Hispanic Americans; Hispanoamerikaner; Interviewing; Interviewtechnik
Abstract	The faculty and student populations in academia are not representative of the diversity in the U.S. population. Thus, research institutions and funding agencies invest significant funds and effort into recruitment and retention programs that focus on increasing the flow of historically underrepresented minorities (URMs) into the science, technology, engineering, and mathematics (STEM) pipeline. Here, we outline challenges, interventions, and assessments by the University of Texas MD Anderson Cancer Center UTHealth Graduate School of Biomedical Sciences (GSBS) that increased the diversity of the student body independently of grade point averages and Graduate Record Examination scores. Additionally, we show these efforts progressively decreased the attrition rates of URM students over time while eliminating attrition in the latest cohort. Further, the majority of URM students who graduate from the GSBS are likely to remain in the STEM pipeline beyond the postdoctoral training period. We also provide specific recommendations based on the data presented to identify and remove barriers that prevent entry, participation, and inclusion of the underrepresented and underserved in the STEM pipeline. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01