1. Progress Report Promoting Diversity: Access and Engagement in Biomedical and Behavioral Research Careers Sylvia Hurtado, Professor & Director Mitchell Chang, Associate Professor Higher Education Research Institute, UCLA August, 2007

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--160 institutions in working sample Classroom-based surveys of introductory courses in 5-6 institutions in Year 3 Campus Case Studies: Focus groups and institutional site visits at 5-6 institutions in Year 3. Four-year follow-up: College Senior Survey in Year 4.

4. Phase I: CIRP Freshman Survey (SIF) Data collection completed Fall 2004, three conference papers and one report, Aspiring Scientists, see project website Key Findings  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

5. Phase II: First-year follow-up (YFCY) Focus on first-year college experiences, access to resources, survey instrument completed Final longitudinal sample included 5,049 students from 160 institutions. Key Findings  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 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

6. Phase III: Classroom Based Study/Campus Case Studies Classroom-based Study: To examine experiences of URM students in introductory science (including biology, chemistry, psychology) classroom and campus contexts, examining dispositions for scientific work Campus Case Studies- Site visits to determine how institutions provide a structure for undergraduates toward research careers Institutional sample  6 universities participated: 4 MSIs/ 2 PWIs; 3 public/ 3 private Xavier University of Louisiana (Fall 2007) Morehouse College (Fall 2007) University of New Mexico University of Texas, San Antonio University of California, San Diego Massachusetts Institute of Technology

7. Phase III: Classroom Based Study – Classroom Questionnaires Classroom Questionnaires (pre & post):  Administration of two on-line surveys that focus on critical thinking dispositions and habits of mind for scientific research  Sample consisted of 2-3 introductory science/math courses per campus Targeted approximately 2,400 undergraduates currently enrolled in introductory science course Pre-Survey response rate of 26% Longitudinal response rate of 44% (pre-survey as baseline)  Will merge final grades with survey data to analyze possible correlations between beginning and ending science dispositions with academic performance in the course  Will merge data on students to create weights, correcting for non-response bias

8. Phase III: Campus Site Visits Two-Day site visit at each institution Student focus groups (two per campus)  Focus groups discussed topics related to motivation and obstacles in pursuing biomedical/behavioral science, classroom experiences in the sciences, and career goals  Sample consisted of undergraduate biomedical or behavioral science majors who participate in National Institutes of Health (NIH)-sponsored programs (7-12 students per group) Administrator interviews (two to four per campus)  Interviews covered areas relating to program administration, student recruitment, and campus support for programs  Participants included program administrators and affiliated faculty

9. Phase III: Case Study Preliminary Findings Focus group participants identified peer support from within their NIH programs as motivation for success Students had mixed feelings about moving directly into a graduate science research program Administrators identified recruitment of students as a serious challenge to the sustainability of their programs Lack of overall coordination within the institution seemed to lead to duplication of efforts across programs Some students indicate a stigma attached to participation in minority-specific programs, others indicate a stigma to the scientific research focus

10. Academic Papers and Reports: 2006-2007 The pre-college characteristics and experiences of minority students committed to scientific research careers (2006). Journal of Women and Minorities in Science and Engineering, 12, 61-83. Predicting transition and adjustment to college: Minority biomedical and behavioral science students’ first year of college. (2007) Research in Higher Education, 48(7), 841- 887. Training future scientists: Predicting first-year minority student participation in health science research. Research in Higher Education. (in press, Spring 2008) Retaining Science Students After One Year in College (in review) Examining the effect of stereotype threat on retention of first-year science students (in progress)

11. Training future scientists: Predicting first-year minority student participation in health science research. Research in Higher Education. (in press) First-year experience courses and participation in departmental clubs significantly increase students’ likelihood of engaging in health science research Receiving advice from upper-division students and interacting with faculty more often increased students’ odds of participation in research Opportunity structure: institutions that offer first-year students structured research opportunities was significantly and positively related to participation Sub-sample of Black students showed similar results, yet social self-concept, participation in a learning community, and positive interactions across race/ethnicity were key

12. Preparations for Phase IV: College Senior Survey – Timeline Summer/Fall 2007  Finalize instruments and protocols  Recruit and confirm participation of institutions Spring 2008  Administer the College Senior Survey Summer 2008  Clean CSS data  Merge data with CIRP and/or YFCY respondents  Report of 4 th Year of college on website Plans to follow aspirants into graduate school (seeking funds)

13. RESOURCES & Project Staff Papers and reports are available for download from project website Project email: herinih@ucla.edu herinih@ucla.edu RESEARCH STAFF Sylvia Hurtado, Co-PI Mitch Chang, Co-PI Graduate Research Assistants Lucy Arellano Nolan Cabrera Kevin Eagan Lorelle Espinosa Monica Lin Project website: http://www.gseis.ucla.edu/heri/nih