Boosting scientific community values: The impact of social inclusion interventions on biomedical instructors
Interventions to foster inclusive learning environments may benefit college STEMM instructors (NASEM, 2019). We investigated the impact of a social inclusion intervention (SII) on scientific self-efficacy, identity, community values, and persistence intentions in a large and diverse sample of biomed...
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| Format: | Article |
| Language: | English |
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Cambridge University Press
2025-01-01
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| Series: | Journal of Clinical and Translational Science |
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| Online Access: | https://www.cambridge.org/core/product/identifier/S2059866125000810/type/journal_article |
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| author | Paul R. Hernandez Wenyi Du Cristian Cervantes Aldana Nichole A. Broderick Jo Handelsman Hyewon Lee Linlin Luo Natalia Maldonado Holly A. Miller Sarah Miller Megan Patterson Rachelle Pedersen Perla Sandoval Janice Vong Mica Estrada |
| author_facet | Paul R. Hernandez Wenyi Du Cristian Cervantes Aldana Nichole A. Broderick Jo Handelsman Hyewon Lee Linlin Luo Natalia Maldonado Holly A. Miller Sarah Miller Megan Patterson Rachelle Pedersen Perla Sandoval Janice Vong Mica Estrada |
| author_sort | Paul R. Hernandez |
| collection | DOAJ |
| description | Interventions to foster inclusive learning environments may benefit college STEMM instructors (NASEM, 2019). We investigated the impact of a social inclusion intervention (SII) on scientific self-efficacy, identity, community values, and persistence intentions in a large and diverse sample of biomedical college instructors (n = 116) in the USA. The results indicated that the SII group developed stronger scientific community values than the control group, and the effect was the strongest for instructors who had initially expressed lower values. From a mentoring perspective, the intervention helps boost feelings of community values, which is linked to increased persistence in STEMM careers. |
| format | Article |
| id | doaj-art-cf767f7dfd8743cabf824e20d3d2877a |
| institution | OA Journals |
| issn | 2059-8661 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Cambridge University Press |
| record_format | Article |
| series | Journal of Clinical and Translational Science |
| spelling | doaj-art-cf767f7dfd8743cabf824e20d3d2877a2025-08-20T01:55:38ZengCambridge University PressJournal of Clinical and Translational Science2059-86612025-01-01910.1017/cts.2025.81Boosting scientific community values: The impact of social inclusion interventions on biomedical instructorsPaul R. Hernandez0https://orcid.org/0000-0002-4063-357XWenyi Du1https://orcid.org/0000-0003-4737-9268Cristian Cervantes Aldana2https://orcid.org/0000-0001-7689-8062Nichole A. Broderick3https://orcid.org/0000-0002-6830-9456Jo Handelsman4https://orcid.org/0000-0003-3488-5030Hyewon Lee5https://orcid.org/0000-0003-0710-9108Linlin Luo6https://orcid.org/0000-0002-3648-4727Natalia Maldonado7https://orcid.org/0009-0009-7522-3966Holly A. Miller8https://orcid.org/0000-0002-2344-8989Sarah Miller9https://orcid.org/0000-0003-3348-4470Megan Patterson10https://orcid.org/0000-0001-6876-2931Rachelle Pedersen11https://orcid.org/0000-0001-8530-9071Perla Sandoval12https://orcid.org/0009-0009-9281-2084Janice Vong13https://orcid.org/0000-0002-3116-9605Mica Estrada14https://orcid.org/0000-0003-3933-2929Department of Teaching, Learning, and Culture, Texas A&M University, College Station, TX, USADepartment of Teaching, Learning, and Culture, Texas A&M University, College Station, TX, USADepartment of Social and Behavioral Sciences, University of California San Francisco, San Francisco, CA, USADepartment of Biology, Johns Hopkins University, Baltimore, MD, USAWisconsin Institute for Discovery, University of Wisconsin–Madison, Madison, WI, USA Department of Plant Pathology, University of Wisconsin–Madison, Madison, WI, USADepartment of Teaching, Learning, and Culture, Texas A&M University, College Station, TX, USADepartment of Teaching, Learning, and Culture, Texas A&M University, College Station, TX, USADepartment of Social and Behavioral Sciences, University of California San Francisco, San Francisco, CA, USADepartment of Teaching, Learning, and Culture, Texas A&M University, College Station, TX, USAWisconsin Institute for Discovery, University of Wisconsin–Madison, Madison, WI, USADepartment of Health Behavior, Texas A&M University, College Station, TX, USADepartment of Teaching, Learning, and Culture, Texas A&M University, College Station, TX, USA Department of Curriculum & Instruction, Texas Tech University, Lubbock, TX, USADepartment of Social and Behavioral Sciences, University of California San Francisco, San Francisco, CA, USADepartment of Social and Behavioral Sciences, University of California San Francisco, San Francisco, CA, USADepartment of Social and Behavioral Sciences, University of California San Francisco, San Francisco, CA, USAInterventions to foster inclusive learning environments may benefit college STEMM instructors (NASEM, 2019). We investigated the impact of a social inclusion intervention (SII) on scientific self-efficacy, identity, community values, and persistence intentions in a large and diverse sample of biomedical college instructors (n = 116) in the USA. The results indicated that the SII group developed stronger scientific community values than the control group, and the effect was the strongest for instructors who had initially expressed lower values. From a mentoring perspective, the intervention helps boost feelings of community values, which is linked to increased persistence in STEMM careers.https://www.cambridge.org/core/product/identifier/S2059866125000810/type/journal_articleMentoringfacultyhigher educationSTEMMTIMSI |
| spellingShingle | Paul R. Hernandez Wenyi Du Cristian Cervantes Aldana Nichole A. Broderick Jo Handelsman Hyewon Lee Linlin Luo Natalia Maldonado Holly A. Miller Sarah Miller Megan Patterson Rachelle Pedersen Perla Sandoval Janice Vong Mica Estrada Boosting scientific community values: The impact of social inclusion interventions on biomedical instructors Journal of Clinical and Translational Science Mentoring faculty higher education STEMM TIMSI |
| title | Boosting scientific community values: The impact of social inclusion interventions on biomedical instructors |
| title_full | Boosting scientific community values: The impact of social inclusion interventions on biomedical instructors |
| title_fullStr | Boosting scientific community values: The impact of social inclusion interventions on biomedical instructors |
| title_full_unstemmed | Boosting scientific community values: The impact of social inclusion interventions on biomedical instructors |
| title_short | Boosting scientific community values: The impact of social inclusion interventions on biomedical instructors |
| title_sort | boosting scientific community values the impact of social inclusion interventions on biomedical instructors |
| topic | Mentoring faculty higher education STEMM TIMSI |
| url | https://www.cambridge.org/core/product/identifier/S2059866125000810/type/journal_article |
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