“It has to be designed in a way that really challenges people’s assumptions”: preparing scholars to build equitable community research partnerships

Yan, Catalina Tang; Haque, Samiya; Chassler, Deborah; Lobb, Rebecca; Battaglia, Tracy A.; Martínez, Linda Sprague

doi:10.1017/cts.2021.858

Cited by 5 publications

(4 citation statements)

References 55 publications

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“…Our findings corroborate results from prior studies on the importance of conducting research focused on communityidentified health priorities. In particular, the findings align with community engagement literature and discussions highlighting that meaningful community engagement in clinical and translational research involves responding to community priorities [14][15][16][17][18][19][20][21][22]. For example, to address the misalignment of research priorities between communities and researchers (a major challenge across CTSA hubs [10]), CTSA hubs are encouraged to seek an understanding of community needs and align research priorities accordingly [23].…”

Section: Discussionsupporting

confidence: 67%

The community voices program to facilitate community–academic researcher partnerships: Stakeholder perspectives on the program’s usefulness

Ramirez,

Wool,

Bishop

et al. 2023

J. Clin. Trans. Sci.

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Introduction: The Institute of Translational Health Sciences (Clinical and Translational Science Awards Program hub) developed a program coined Community Voices to invite communities to submit project ideas and be matched with academic researchers. We describe formative research to understand community and academic researcher perspectives on how the program could facilitate collaborations addressing community priorities. Methods: We conducted four focus groups with 31 community-based organization (CBO) representatives and 11 semi-structured interviews with academic researchers in the Washington, Wyoming, Alaska, Montana, and Idaho regions. Questions included the appeal of Community Voices to engage community and academic partners, potential program usefulness, and Community Voices’ potential role in building community–academic partnerships. We used an inductive, constant comparison approach to code transcripts and thematic analysis to generate themes. Results: Most CBO representatives were female (87.1%) and Hispanic/Latino (61.3%). Most academic researchers had a PhD (63.6%) and worked at a university (81.8%). The themes were: (1) community–academic partnerships built on trust will offer mutual benefit, (2) community-initiated project ideas should prioritize community needs, (3) matchmaking will accelerate connections but should not replace time to foster partnership, (4) Community Voices should go beyond matchmaking and provide ongoing support/training, and (5) fostering effective communication is key to partnership success. Conclusions: Community Voices is a novel, bidirectional community engagement program model that advances current practices of prioritizing researchers’ project ideas. This community-driven program may shift the future direction of community engagement practices where prioritizing community’s ideas becomes the norm of community–academic partnerships in clinical and translational science.

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Section: Discussionsupporting

confidence: 67%

The community voices program to facilitate community–academic researcher partnerships: Stakeholder perspectives on the program’s usefulness

Ramirez,

Wool,

Bishop

et al. 2023

J. Clin. Trans. Sci.

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“…The importance of community engagement is underscored by research conducted by Haque and Doberstein [21], emphasizing the need for collaborative efforts involving educators, parents, and community leaders. This collaborative approach is seen as instrumental in creating awareness, dispelling stereotypes, and garnering support for progressive teaching strategies that promote gender equity in STEM education [22].…”

Section: Literature Review: Gender Gap In Stem Fieldsmentioning

confidence: 99%

Bridging the Gap: Progressive Teaching Strategies for Gender Equity in STEM Education

Daraz,

Khan,

Azeem Ashraf

et al. 2024

STEM Education - Recent Developments and Emerging Trends

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This study explores the impact of progressive teaching methods on gender equity in STEM education in Malakand Division, Pakistan. Using a cross-sectional exploratory design, it engages educators, students, parents, community leaders, and policymakers through purposive sampling. Through in-depth interviews and focus groups, the research uncovers region-specific challenges and opportunities. Thematic analysis highlights the community’s call for progressive teaching to combat barriers, stereotypes, and promote inclusivity. It stresses the need for inclusive learning spaces, challenging societal norms, and enhancing female representation in STEM leadership. The study advocates for innovative pedagogies, policy changes, and community involvement as catalysts for change. While acknowledging local obstacles like socio-cultural norms and resource constraints, it underscores the potential of community engagement and robust policies to overcome these challenges. Cultural influences on STEM participation, such as familial expectations, are recognized, underscoring the importance of addressing these factors. The study concludes with a plea for interdisciplinary action to dismantle systemic barriers and cultivate a culture of inclusivity and mentorship. Policy recommendations focus on inclusive curricula, targeted recruitment, mentorship initiatives, and community outreach to foster an equitable STEM environment in Malakand Division, Pakistan.

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“…Institutional policies and procedures can deter community engagement and participatory approaches. There have been numerous capacity building and training efforts designed to increase researcher preparedness for community engagement, which are focused on the nuts and bolts of partnership as well as institutional review 14,15 . However, these efforts can fall short because they largely focus on changing researcher behavior.…”

Section: Introductionmentioning

confidence: 99%

“…There have been numerous capacity building and training efforts designed to increase researcher preparedness for community engagement, which are focused on the nuts and bolts of partnership as well as institutional review. 14 , 15 However, these efforts can fall short because they largely focus on changing researcher behavior. Much like providing an inhaler to a patient with asthma who lives in a mold‐ridden home, they do little to address the root cause, which is that institutional structures of the academy often do not support the intended behavioral change.…”

Section: Introductionmentioning

confidence: 99%

A discussion among deans on advancing community engaged research

Martínez

Chassler

Lobb

et al. 2023

Clinical Translational Sci

Self Cite

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The benefits of community‐engaged research (CEnR) have been documented in the literature. However, the adoption of community engaged (CE) and participatory approaches among health researchers remains limited. The Boston University (BU) Clinical Translational Science Institute's community engagement program initiated a discussion among five BU Deans to explore their approaches to support the practice of CEnR among faculty in their schools. The discussion was recorded and the transcript analyzed to identify and explore themes that emerged. Most strategies discussed by the Deans were not focused on changing institutional systems to advance CEnR. Instead, the analyses showed that institutional CE efforts highlighted by the Deans were focused on “responsibility centered on one person” or “research mentors.” Approaches to developing a culture of CEnR that centers responsibility for promoting it on a few people in a university may place significant burden on leadership and researchers and is not an effective way to promote culture change. Systems change is needed to support CEnR, improve accountability, and realize successful partnerships between academic institutions and communities. The dialogue among Deans focused on the topic of CEnR provided an effective method to catalyze discussion and over time may help to strengthen a culture of CEnR research.

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“It has to be designed in a way that really challenges people’s assumptions”: preparing scholars to build equitable community research partnerships

Abstract: This version may be subject to change during the production process.

Cited by 5 publications

References 55 publications

The community voices program to facilitate community–academic researcher partnerships: Stakeholder perspectives on the program’s usefulness

The community voices program to facilitate community–academic researcher partnerships: Stakeholder perspectives on the program’s usefulness

Bridging the Gap: Progressive Teaching Strategies for Gender Equity in STEM Education

A discussion among deans on advancing community engaged research

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