Sylvia Hurtado, Professor & Director Mitchell Chang, Associate Professor

1. Progress ReportPromoting Diversity: Access and Engagement in Biomedical and Behavioral Research Careers Sylvia Hurtado, Professor & Director Mitchell Chang, Associate Professor Higher Education Research Institute, UCLA August 22nd, 2006

2. Targeted Institutions and Participants • Minority serving institutions (MSIs) • Institutions that produce large numbers of minority baccalaureates in the sciences (Top 50) • MARC/MBRS/MORE/PREP program institutions—includes PWIs and MSIs • Other types of institutions to round out the sample (liberal arts colleges, private universities) • URMs, White and Asian students with intentions to major in about a dozen biomedical/behavioral science fields—small sample of URMs in other fields for comparison of college experiences

3. Research Plan: Key Components • CIRP Freshman Survey, administered at orientation at over 720 institutions (baseline sample), 644 with URMs with initial intentions for biological/behavioral science majors • YFCY End of First Year Survey, about 223 institutions agreed to participate, 104 were NIH targeted • Classroom-based surveys of introductory courses in MSIs and PWIs in Year 3 • Focus groups and institutional site visits – six targeted to include MSIs and PWIs with NIH programs in Year 3.

4. Phase I: CIRP Freshman Survey (SIF) • 720 institutions with 424,000 freshmen respondents • 51 MSIs (HBCUs & HSIs) • 64+ institutions with NIH-sponsored programs • Data collection completed Fall 2004, three conference papers and one report, Aspiring Scientists, see project website • Merged institutional characteristics from NCES IPEDS data • Merging of additional student academic data from the College Board and college registrar’s data by the end of summer

5. Phase I: Findings of First YearAspiring Scientists and Academic papers (online) • High aspirations of underrepresented minority students relative to White and Asian counterparts • Importance of formal coursework and experiential learning in the sciences while in high school • Self-efficacy and goal development supercedes effect of academic credentials and background characteristics on aspirations to become a scientist • Connection between student concern about finances and intention to contribute to scientific research

6. Phase II: First-year follow-up (YFCY) • Focus on first-year college experiences, access to resources, survey instrument completed • We contacted 129 institutions based on: • status as an MSI or PWI • presence of NIH-sponsored programs targeting URM students • Number of URMs that responded to the freshman survey • Number of URMs that indicated their college major was in the biomedical or behavioral science fields

7. Phase II: First-year follow-up (YFCY) • 104 of targeted institutions agreed to participate, 119 additional institutions participated • Spring 2005 survey packets were mailed directly to students • Paper/web survey option • Email reminders were sent • Phone calls to target groups • Continuing analyses over 2005-06, one paper in journal review, another in development, and a report available summer 2006 online.

8. Phase II: Year Two FindingsResearch Report of Students’ First Year (will be online) • URMs express science goals and aspirations around values of improving the health of minority communities, finding a cure to major health problems, and becoming an authority in their field • Two-thirds URM science students reported at least a B average in their first year compared with 78% of White and Asian science students • Only 11.8 % of URMS report participating in a college level health science research program, 21.8 participated in academic enrichment programs, 19.6 participated in a professor’s research • Students at MSIs report having more frequent contact with faculty during office hours and outside of class than students at PWIs Implications: Institutional programs and interventions are important for first-year URM academic adjustment and integration

9. RESEARCH PAPER (In press, Journal of Women and Minorities in Science & Engineering)The Characteristics and Experiences of Minority Freshmen Committed to Biomedical and Behavioral Science Research Careers Using Bandura’s social learning theory we found that entering freshman were committed to scientific research careers if they: • Participate in a health science or summer research program before college • American Indian: Have higher self-ratings of academic ability and time management • Latinos: Have a parent whose occupation is research or took more years of biology in high school • Blacks: Intend to major in chemistry or biology • In contrast, engaging in hospital work during high school reduces the likelihood of aspiring to a research career—especially for Black and Latino students—indicating they will more likely pursue a professional career track Implications: Intentional intervention during college is needed to increase knowledge about what a career in scientific research entails.

10. RESEARCH PAPER (In revision for Research in Higher Education)Predicting Transition and Adjustment to College: Minority Biomedical and Behavioral Science Students’ First Year of College (draft online) Study Compares URM science, White/Asian science, and URM non-science students attending MSIs and PWIs URM science students who felt they had successfully managed the academic environment reported: • Relevance of coursework to everyday life, receiving advice from an upperclass peer, changes in their ability to conduct research, more hours spent studying, and higher college GPAs • Negative predictors included attending a highly selective institution, assessing a high level of competition among peers, and perceptions of a hostile racial climate • While family support is important, unusual family responsibilities detract from academic adjustment and sense of belonging among all students • The burden of financial concerns negatively impacts science students’ sense of belonging in college

11. Implications of Findings To Date • The fact that students articulate values associated with scientific research careers but are not specific about these career intentions suggest more exposure to scientific careers is needed early on • Different support structures are available not only across institutions but within institutions, indicating where students get support has important implications for their success, e.g. seeking advice from other freshmen was negatively associated with academic adjustment for URM science students. • Our studies are beginning to suggest how the academic and social systems of a college a linked for science students, and we intend to continue to pursue this line of research.

12. In ProgressAcademic Papers and Reports • Research Paper: Retaining Science Students After One Year in College • Research Paper: Precollege Characteristics and Experiences of Minority Students Committed to Science Careers in the Biomedical and Behavioral Sciences (preliminary draft online) • End of First Year of College Report (will be available online) • New data acquired from college registrar’s and the College Board being merged to add to analyses from the beginning of the first year

13. Preparations for Phase III:Classroom Study & Focus Groups • Classroom Questionnaires (pre & post): • Focus groups of URM science students at UCLA have pilot tested the survey, in IRB approval • Recruitment will occur through faculty of introductory science courses (e.g., biology, chemistry, psychology) of approx. 1,500 students • Focus is on critical thinking dispositions and habits of mind for scientific research • Selection of institutions for site visits (still in process) • 6 universities have been contacted, awaiting approval • 4 MSIs/ 2 PWIs • Student Focus Groups • 3-5 per campus to learn about facilitators and barriers to pursuing a scientific major/career

14. RESOURCES & Project Staff • Papers and reports are available for download from project website • Project email: herinih@ucla.edu RESEARCH STAFF Sylvia Hurtado, Co-PI Mitch Chang, Co-PI Victor Saenz, Postdoc Graduate Research Assistants Oscar Cerna Nolan Cabrera Julie Park (volunteer) Lorelle Espinosa June Chang • Project website: http://www.gseis.ucla.edu/heri/nih