Diversity Exiting the Academy: Influential Factors for the Career Choice of Well-Represented and Underrepresented Minority Scientists

Layton, Rebekah L.; Brandt, Patrick D.; Freeman, Ashalla M.; Harrell, Jessica R.; Hall, Joshua D.; Sinche, Melanie

doi:10.1187/cbe.16-01-0066

Cited by 40 publications

(41 citation statements)

References 26 publications

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“…Research in this area has been equivocal. Consistent with the study done by Layton et al [31], while students in our study verbally reported that the opinion of their family carried little weight on their final career choice, there were implied influences present. These implied influences might have manipulated the student's ultimate perception and decision towards a research career.…”

Section: Discussionsupporting

confidence: 92%

“…McCallum [30] explored the role of parents in the career decision-making process of African American doctoral students and found that, by providing "insights, resources, emotional, and social support," parents play an important role in entry and retention in graduate school. However, other studies have shown that family does not appear to influence career decisions later in life [31].…”

Section: Variables Influencing Outcomes Of Research Experiences For Mmentioning

confidence: 90%

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Biomedical career enrichment programs: Exploring women and minority participants’ motivators and outcomes

2020

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Limited empirical data exists on why women and minority students enter Biomedical Career Enrichment Programs (BCEPs) and how program variables-such as duration of research-influence their intention to pursue research careers. This exploratory study reports motivators for participation in BCEPs among women and racial/ethnic minority students-historically underrepresented groups-and the influence of program and personal variables on their research-career intent and self-efficacy beliefs. We studied the program variables of research experience, research duration, and mentor influence; and the personal variables of race, gender, family, and peers. Using the conceptual framework of planned behavior theory and social cognitive career theory, we interviewed students from underrepresented groups participating in BCEPs that offered research experience for short duration (Group A), long duration (Group B), and no research experience (Group C). We utilized Atlas Ti, a qualitative methodological software tool, to analyze the interview responses. Students choosing a BCEP with research experience cited "opportunity to gain experience" and "interest or curiosity in research" as motivators. Duration of research experience had a positive relationship with enhancement in research skills and self-efficacy beliefs, but did not change the initial research-career intent of these BCEP participants. The study revealed an interesting and unexpected theme of "perceived deterrents" to a career in research that included stress of competition (e.g. grants), the instability of projects, and the isolation of scientific research. Importantly, the study findings indicate the need to reform program design and science policies that challenge the current biomedical workforce and dissuade interested students from underrepresented groups from entering the field.

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Section: Discussionsupporting

confidence: 92%

Section: Variables Influencing Outcomes Of Research Experiences For Mmentioning

confidence: 90%

Biomedical career enrichment programs: Exploring women and minority participants’ motivators and outcomes

2020

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“…One long-term strategy for ADCs can be to increase African American representation among clinicians, scientists, epidemiologists, biostatisticians, and study coordinators to aid in experimental design and data analysis of AD and related dementias within the Black/African American population. Some strategies include effective career mentoring [91, 92], addressing unconscious bias and stereotype threat [77], and implementing pipeline and career development programs [93]. …”

Section: Addressing the Problem: Considerations For The Fieldmentioning

confidence: 99%

Challenges and Considerations Related to Studying Dementia in Blacks/African Americans

Ighodaro

Nelson

Kukull

et al. 2017

JAD

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Blacks/African Americans have been reported to be ~2–4 times more likely to develop clinical Alzheimer’s disease (AD) compared to Whites. Unfortunately, study design challenges (e.g., recruitment bias), racism, mistrust of healthcare providers and biomedical researchers, confounders related to socioeconomic status, and other sources of bias are often ignored when interpreting differences in human subjects categorized by race. Failure to account for these factors can lead to misinterpretation of results, reification of race as biology, discrimination, and missed or delayed diagnoses. Here we provide a selected historical background, discuss challenges, present opportunities, and suggest considerations for studying health outcomes among racial/ethnic groups. We encourage neuroscientists to consider shifting away from using biologic determination to interpret data, and work instead toward a paradigm of incorporating both biological and socio-environmental factors known to affect health outcomes with the goal of understanding and improving dementia treatments for Blacks/African Americans and other underserved populations.

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“…Despite recent reports of doctoral program alumni entering NRI careers [ 2 , 14 , 15 ], empirical data related to transferrable skill development and associated career outcomes are lacking. Trainees have limited familiarity with rapidly evolving hiring trends and the wide range of job opportunities available; this could be remedied by greater visibility of PhD career outcomes data [ 16 ].…”

Section: Introductionmentioning

confidence: 99%

An evidence-based evaluation of transferrable skills and job satisfaction for science PhDs

et al. 2017

Self Cite

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PhD recipients acquire discipline-specific knowledge and a range of relevant skills during their training in the life sciences, physical sciences, computational sciences, social sciences, and engineering. Empirically testing the applicability of these skills to various careers held by graduates will help assess the value of current training models. This report details results of an Internet survey of science PhDs (n = 8099) who provided ratings for fifteen transferrable skills. Indeed, analyses indicated that doctoral training develops these transferrable skills, crucial to success in a wide range of careers including research-intensive (RI) and non-research-intensive (NRI) careers. Notably, the vast majority of skills were transferrable across both RI and NRI careers, with the exception of three skills that favored RI careers (creativity/innovative thinking, career planning and awareness skills, and ability to work with people outside the organization) and three skills that favored NRI careers (time management, ability to learn quickly, ability to manage a project). High overall rankings suggested that graduate training imparted transferrable skills broadly. Nonetheless, we identified gaps between career skills needed and skills developed in PhD training that suggest potential areas for improvement in graduate training. Therefore, we suggest that a two-pronged approach is crucial to maximizing existing career opportunities for PhDs and developing a career-conscious training model: 1) encouraging trainees to recognize their existing individual skill sets, and 2) increasing resources and programmatic interventions at the institutional level to address skill gaps. Lastly, comparison of job satisfaction ratings between PhD-trained employees in both career categories indicated that those in NRI career paths were just as satisfied in their work as their RI counterparts. We conclude that PhD training prepares graduates for a broad range of satisfying careers, potentially more than trainees and program leaders currently appreciate.

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Diversity Exiting the Academy: Influential Factors for the Career Choice of Well-Represented and Underrepresented Minority Scientists

Cited by 40 publications

References 26 publications

Biomedical career enrichment programs: Exploring women and minority participants’ motivators and outcomes

Biomedical career enrichment programs: Exploring women and minority participants’ motivators and outcomes

Challenges and Considerations Related to Studying Dementia in Blacks/African Americans

An evidence-based evaluation of transferrable skills and job satisfaction for science PhDs

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