Learning to Thrive: Building Diverse Scientists’ Access to Community and Resources through the BRAINS Program

Margherio, Cara; Horner-Devine, M. Claire; Mizumori, Sheri J. Y.; Yen, Joyce W.

doi:10.1187/cbe.16-01-0058

Cited by 21 publications

(18 citation statements)

References 54 publications

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“…As the ability to mentor others is frequently a desired outcome of leadership development programs, program administrators are likely to assess the impact of leadership style on mentoring ability. The literature on leadership development of STEM faculty discusses developing leadership skills in general; however, there is limited specific documentation or recommendations on what leadership style(s) directly benefit both women and men in higher education gender equity leadership programs (DeFrank‐Cole, Latimer, Neidermeyer, & Wheatly, 2016; Laursen & Rocque, 2009; Levine et al, 2015; Margherio, Horner‐Devine, Mizumori, & Yen, 2016; O'Bannon, Garavalia, Renz, & McCarther, 2010; Richman, Morahan, Cohen, & McDade, 2001). In brief, we asked whether women and men who were more proficient in one leadership style would be more skilled mentors than those who enacted different styles.…”

Section: Introductionmentioning

confidence: 99%

Do servant, transformational, transactional, and passive avoidant leadership styles influence mentoring competencies for faculty? A study of a gender equity leadership development program

Sims

Carter

Peralta

2020

Human Resource Dev Quarterly

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This study examined whether women and men who were more skilled in one leadership style—servant, transformational, transactional, or passive avoidant—were better mentors and assessed if gender influenced leadership style or mentoring. Faculty (n = 56) who were members of one of two cohorts, participated in leadership development programs focused on gender equity at a university in the southeast U.S. The study used a quantitative cross‐sectional survey design and the units of analysis were individual program participants. Initial regression analysis revealed servant leadership was positively and statistically associated with mentoring and passive avoidant leadership was negatively and statistically associated with mentoring. Transformational and transactional leadership were not statistically associated with mentor competency. Gender was not found to be associated with leadership style or mentoring. Human Resource Development professionals and those who conduct gender equity and other leadership development programs should consider the benefits of servant leadership due to its gender‐neutral style and synergistic ability to develop leaders as skilled mentors.

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Section: Introductionmentioning

confidence: 99%

Do servant, transformational, transactional, and passive avoidant leadership styles influence mentoring competencies for faculty? A study of a gender equity leadership development program

Sims

Carter

Peralta

2020

Human Resource Dev Quarterly

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“…In fact, we have successfully adapted it into a program to advance diversity in neuroscience (see BRAINS: Broadening the Representation of Academic Investigators in Neuroscience, http://www.brains.washington. edu Margherio et al, 2016) and are currently adapting it to women in engineering (see http://www.advance.washington.edu/ lattice). By creating opportunities to foster community building and empowering all our early-career scientists, especially women and underrepresented minorities, we can foster a scientific culture in which all our scientists can thrive.…”

Section: Resultsmentioning

confidence: 99%

Beyond Traditional Scientific Training: The Importance of Community and Empowerment for Women in Ecology and Evolutionary Biology

et al. 2016

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While the biological sciences have achieved gender parity in the undergraduate and graduate career stages, this is not the case at the faculty level. The WEBS (Women Evolving the Biological Sciences) symposia go beyond traditional scientific training and professional development to address factors critical to women's persistence in faculty careers: community and empowerment. Through a series of panel discussions, personal reflections and skills workshops, WEBS creates a community-based professional development experience and a space for participants to grapple with central issues affecting their scientific careers. Longitudinal qualitative survey data suggest that WEBS bolsters the participants' confidence and empowerment, in addition to providing concrete skills for addressing a range of issues necessary to navigating scientific careers, leading to increased career satisfaction and career self-efficacy (i.e., the belief in one's capacity to pursue their chosen career). These results highlight the importance and need for programs and opportunities for women in STEM that go beyond training in scientific skills and traditional professional development to include those that create a sense of community and empowerment.

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“…NINDS supports programs that strive to equip underrepresented scientists with the tools needed to successfully navigate the challenges of academic life and leverage national peer support systems and mentoring networks outside of the primary institution (Jones-London, 2020). These NINDS-funded programs include Society for Neuroscience's Neuroscience Scholars Program (National Research Council, 2013), the BRAINS program (Margherio, Horner-Devine, Mizumori, & Yen, 2016;Yen, Horner-Devine, Margherio, & Mizumori, 2017), the TRANSCENDS Program (Tagge, Lackland, & Ovbiagele, 2021), and the NIH Blueprint-funded ENDURE and D-SPAN Programs (Jones-London, 2020). Additionally, the NIH FIRST program, NSF ADVANCE, and the HHMI Inclusive Excellence programs, among others, are attempting to increase inclusion and equity by changing the institutional culture, instead of focusing on "fixing" the individual.…”

Section: Discussionmentioning

confidence: 99%

Factors that Influence Career Choice Among Different Populations of Neuroscience Trainees

Ullrich

Ogawa

Jones-London

2021

Preprint

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Enhancing the diversity of the scientific workforce is critical to achieving the mission of NIH: "To seek fundamental knowledge about the nature and behavior of living systems and the application of that knowledge to enhance health, lengthen life, and reduce the burdens of illness and disability." However, specific groups have historically been, and continue to be, underrepresented in the biomedical research workforce, especially academia. Career choice is a multi-factorial process that evolves over time; among all trainees, expressed interest in faculty research careers decreases over time in graduate school, but that trend is amplified in women and members of historically underrepresented racial and ethnic groups (Fuhrmann, Halme, O'Sullivan, & Lindstaedt, 2011; Gibbs, McGready, Bennett, & Griffin, 2014; C. Golde & Dore, 2004; Roach & Sauermann, 2017; Sauermann & Roach, 2012). Neuroscience as a discipline has characteristics that may exacerbate the overall trends seen in the life sciences, such as a greater growth in the number of awarded neuroscience PhDs than in other life sciences fields (US National Science Foundation, 2016b). This work was designed to investigate how career interest changes over time among recent neuroscience PhD graduates, and whether differences in career interests are associated with social identity (i.e. gender and race/ethnicity), experiences in graduate school and postdoctoral training (e.g. relationship with advisor; feelings of belonging), and personal characteristics (e.g. confidence in one's potential to be an independent researcher). We report results from a survey of 1,479 PhD neuroscientists (including 16% underrepresented (UR) and 54% female scientists). We saw repeated evidence that individual preferences about careers in general, and academic careers specifically, predict current career interest. These statistically significant preferences mostly had medium to low effect size that varied by career type. These findings were mediated by social identity and experiences in graduate school and postdoctoral training. Our findings highlight the important influence of the advisor in shaping a trainee's career path, and the ways in which academic culture is perceived as unwelcoming or incongruent with the values or priorities of certain groups. For women, issues of work/life balance and structural issues of academia, and for UR women in particular, lower confidence in their ability to be an independent researcher, affected their interest in academia. Both women and UR men in our study report a lower importance of autonomy in their careers. UR respondents report feeling less like they were a part of the social and intellectual community. However, they have formed beneficial relationships with faculty outside their PhD institutions that, particularly for UR women, are associated with increased interest in academia. Our findings suggest several areas for positive growth, ways to change how we think about the impact of mentorship, and policy and programmatic interventions that extend beyond trying to change or "fix" the individual and instead recognize the systemic structures that influence career choices.

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Learning to Thrive: Building Diverse Scientists’ Access to Community and Resources through the BRAINS Program

Cited by 21 publications

References 54 publications

Do servant, transformational, transactional, and passive avoidant leadership styles influence mentoring competencies for faculty? A study of a gender equity leadership development program

Do servant, transformational, transactional, and passive avoidant leadership styles influence mentoring competencies for faculty? A study of a gender equity leadership development program

Beyond Traditional Scientific Training: The Importance of Community and Empowerment for Women in Ecology and Evolutionary Biology

Factors that Influence Career Choice Among Different Populations of Neuroscience Trainees

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