Scientific Growth and Identity Development during a Postbaccalaureate Program: Results from a Multisite Qualitative Study

Abstract

This study reveals how Postbaccalaureate Research Education Programs (PREP) enable growth and development among participants along domains of readiness for academics, research, and presentation of themselves as legitimate future scientists. All domains contribute to formation or growth of an identity as a future PhD student and scientist.

The National Longitudinal Study of Young Life Scientists: Career differentiation among a diverse group of biomedical PhD students

“…The National Longitudinal Study of Young Life Scientists (NLSYLS) was initiated in 2008 to better understand the career decision-making processes of a diverse group of aspiring biomedical scientists using annual interviews. Its inception, recruitment of students, interview protocols, and other aspects have been described in detail [15][16][17][18]. Between 2008 and 2012, students were recruited in multiple waves from colleges and universities throughout the U.S., including Puerto Rico.…”

A Summary Report from the Research Partnership on Women in Science Careers

“…A lack of access to and support from mentors is a barrier to the career success of women. 16,17 McGee et al used different social science theories to deconstruct mentoring roles, and the differential impact on women and URM scientists (at the interpersonal level [18][19][20][21] (Text Box 1). To be most effective, mentors must understand, acknowledge, and be sensitive to the complex challenges faced by women and URM students, including experiences of isolation, discrimination, and stereotyping.…”

Internship Experiences Contribute to Confident Career Decision Making for Doctoral Students in the Life Sciences

“…The group, headed by Dr. Richard McGee, has extensive experience with program evaluation and research on the development of young scientists ( Gazley et al. , 2014 ; Remich et al. , 2016 ; Williams et al.…”