Boosting scientific community values: The impact of social inclusion interventions on biomedical instructors

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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Main Authors: 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
Format: Article
Language:English
Published: Cambridge University Press 2025-01-01
Series:Journal of Clinical and Translational Science
Subjects:
Mentoring
faculty
higher education
STEMM
TIMSI
Online Access:https://www.cambridge.org/core/product/identifier/S2059866125000810/type/journal_article
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Summary: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.
ISSN:2059-8661

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