Identity, Academia & Community: Research & Implications for Broadening Participation

Iden%ty,AcademiaandCommunity:

ResearchandImplica%onsforBroadeningPar%cipa%on

#SACNAS2015

TODAY•  Howsocialandscien%ficiden%tyinfluencesacademicSTEMinterestandpersistence

•  Factorsthatcreateperceivedopposi%onbetweensocialandscien%ficiden%ty

•  Interven%onsthatintegratefindingsintostrategiesforbroadeningpar%cipa%on

Dr.PaulHernandez Dr.KennethGibbs,Jr.@KennyGibbsPhD

Dr.GiovannaGuerrero-Medina@sefini

Dr.YaiharaFor%s-San%ago@yfor%ss

Dr.MónicaI.Feliú-Mójer@moefeliu

The Importance of Scientific Identity (and Values) for

Persistence in STEMPresentation at the Society for Advancing

Chicanos/Hispanics and Native Americans in Science (SACNAS) National Conference

Washington, DC, October 30th 2015

1

Research TeamWesley Schultz (PI)Mica Estrada (Co-PI)

Anna WoodcockPaul HernandezRichard SerpeVictor RochaStephen Quartucci

2

Minority Training Programs

• Concerted effort for over 40 years to increase the diversity in the sciences

• Many programs promote research careers among members of underrepresented groups

• NIH, NSF, State, Local , Private

• Undergraduate, graduate, post-graduate & early career

• “In 2002, the number of trainees [in NIH programs] exceeded 16,000, reflecting a spending level of approximately $650 million.” Assessment of NIH Minority Research and Training Programs: Phase 3

3

Do These Programs Work?Problems with Existing Data

1. Programs can “cherry pick” students who are likely to succeed- These students are likely to succeed without the program

2. No control group

3. Inadequate sample size (often one program)

4. Long-term evaluations outside of funding scope

5. No way to examine the “mechanisms” of success

6. Retrospective accounts can be biased4

Longitudinal study of underrepresented minority science students who had a strong interest in pursuing a biomedical research career

From 50 campuses nationwide, 25 of these had RISE programs in 2005 (when study began)

1,420 participants

Data collected twice yearly from students

Prospective propensity score matched control design

Completed tenth year (19 waves of data) with a minimum 70% response rate

Overview: The Science Study

5

25 R.I.S.E. Programs

6

Longitudinal Panel

72% Female

Ethnicity/Race: 49% African American 39% Hispanic/Latino(a) 1% Native American

Major (when began): 63% Biological Sciences 21% Natural Sciences 12% Behavioral & Social Sciences 4% Mathematics & Engineering

7

Survey Data Collection

Data collected through secure web interfacewww.TheScienceStudy.com

8

http://www.thesciencestudy.com/

Persistence/Integration into the Scientific

CommunityTripartite Integration Model of Social Influence

(TIMSI)

9

Individuals Orient to the Academic Community on Different Levels

• Resources (e.g., Money, scholarships)• Ability (self-efficacy)

Compliance: If I get this then I’ll pursue an academic

degree.

• An Academic (having academic identity)

• Belong in the academic community

Identification: When I am this, I

pursue an academic degree.

• Hold the values of the academic community

Internalization: Because I believe in

this, I pursue an academic degree.

Kelman’s Theory of Social Influence (1958, 2006)10

Expansion of Kelman’s Model

Kelman’s Model Expansion: Tripartite Integration Model of Social Influence (TIMSI)(Estrada, Woodcock, Hernandez, & Schultz, 2011)

Adapts constructs from Kelman’s model for Compliance (Science Efficacy), Identification (Science Identity), and Internalization (Science Community Values) to examine integration into the scientific community.

Science Efficacy, Science Identity, and Science Community Values used to predict student intentions to purse an academic career.

Participants were all underrepresented minority students

11

Who Integrates into the Scientific Community?

Tripartite Integration Model of Social Influence (TIMSI)

• I can do what scientists doScientific self-efficacy

• I am a scientistScientific identity

• I agree with the values of the scientific community.

Internalization of scientific values

Integration

+

+

+

12Estrada et al. (2011)

Scientific IntegrationIdentity

Self-Efficacy

Value

Undergraduate students

.43*

.22*

.51*.60*

.54*

(.28)

TIMSI Predicting Integration

Estrada et al. (2011) 13

Scientific Integration

Identity

Self-Efficacy

Value

.20+

.28*

.52*.45*

.56*ConductResearch

(.24)


Identity

Self-Efficacy

Value

.21*

.28**

.52*.45*

.56* ApplyGraduateSchool

(.20)

.23*


Identity

Self-Efficacy

Value

.21*

.28**

.52*.45*

.56*Enroll

GraduateSchool

(.51)

ApplyGraduateSchool

.13*

.64***

.18*

.21*

.16*

Estrada et al. (2011)14

(.20)

Panel: Career Trajectories Now

InScience

Out ofScience Medical

Series1 253 431 321

050

100150200250300350400450500

Num

ber

of s

tude

nts

Where are they now??

15

ScienceIdentity

ScienceEfficacy

ScienceValues

STEMCareer

Medical / ClinicalCareer

OtherCareer

Longitudinal Prediction of Career Choices

Senior Year ~2 Years Post Graduation

-.65*

16

Estrada, Hernandez, Woodcock, & Schultz (2013)Estrada, Hernandez, & Schultz (2015 Under Review)

(.24)

(.20)

Making Sense of Longitudinal Prediction Model

74%

43%

16%9%

25%

50%

0%

20%

40%

60%

80%

100%

High (+1 SD) Average Low (-1 SD)

Endoresment of Science Community Values

Pre

dict

ed P

roba

bilit

ies

Predicted Probabilities of Career Choices as a Function of Science

Community ValuesCareer Choice STEM Career Choice Other

17

Program Recommendations

I can Sustain efficacy. Provide opportunities to

successfully practice scientific skills

I am Sustain identity. Provide context that supports

the maintenance of a scientific identity and sense of belonging to the community

I believe Sustain values. Communicate values of the

discipline and why they are important to continue to embrace.

18

So I’ll stay….

19

Thank You

20

Example of Science Efficacy QuestionsExtent to which you are confident you can successfully complete the

following tasks…

Report research results in a written paper.

Use scientific language and terminology.

Figure out/analyze what data/observations mean.

Use scientific literature and/or reports to guide research.

Use technical science skills (use of tools, instruments, and/or techniques).

Chemers, et. al. (2010). 21

Example of Science Identity QuestionsLevel of agreement with each statement…

In general, being a scientist is an important part of my self-image.

I am a scientist.

I have a strong sense of belonging to the community of scientists.

Being a scientist is an important reflection of who I am.

Modification of Chemers, et. al. (2010). 23

A person who feels discovering something new in the sciences is thrilling.

A person who thinks it is important work to identify truths using the scientific method.

A person who thinks discussing new theories and ideas between scientists is important.

Example of Science Value QuestionsHow much is this person like you?

A person who thinks it is valuable to conduct research that builds the world's scientific knowledge.

A person who believes writing up research results to be published in a leading scientific journal is a good use of time.

Estrada, et al. (2011). 25

Panel: Educational Progress

8774

49

3018 12 9 7 7 5

13

18

30

39

4544

3934 29

23

921

31 3744

5259 65

72

0

10

20

30

40

50

60

70

80

90

100

W0 W2 W4 W6 W8 W10 W12 W14 W16 W18

Perc

ent o

f Pan

el

Undergraduate Grad/Med Student Not Currently Enrolled

2005/2006 2006/2007 2007/2008 2008/2009 2009/2010 2010/2011

Note: The “not currently enrolled” category includes those who have graduated and those who have either permanently or temporarily left college before graduation.27

References & Additional Readings

28

• Hernandez, P. R., Schultz, P. W., Estrada, M., Woodcock, A., & Chance, R. C. (2013). Sustaining optimal motivation: A longitudinal analysis of interventions to broaden participation of underrepresented students in STEM. Journal of Educational Psychology, 105(1), 89-107. doi:10.1037/a0029691

• Estrada, M., Hernandez, P. R., Woodcock, A., & Schultz, W. P. (2013). I can, but I’m not staying! The integration of underrepresented minority students into the sciences. Presentation at the Annual American Psychological Association Convention -SPSSI/Division 9, Honolulu, HI.

• Estrada, M., Hernandez, P. R., & Schultz, P. W. (Under Review). A longitudinal study of how quality mentorship and research experience integrate underrepresented minorities into STEM careers.

• Estrada, M., Woodcock, A., Hernandez, P. R., & Schultz, P. W. (2011). Toward a model of social influence that explains minority student integration into the scientific community. Journal of Educational Psychology, 103(1), 206-222. doi:10.1037/a0020743

• Schultz, P. W., Hernandez, P. R., Woodcock, A., Estrada, M., Chance, R. C., Aguilar, M., & Serpe, R. T. (2011). Patching the pipeline: Reducing educational disparities in the sciences through minority training programs. Educational Evaluation and Policy Analysis, 33(1), 95-114. doi:10.3102/0162373710392371

Kenneth Gibbs, Jr., Ph.D., M.P.H. Cancer Prevention Fellow

Science of Research and Technology Branch National Cancer Institute

E: [email protected] Tw: @KennyGibbsPhD @STEMPhDCareers

*View are those of the investigators, not any organization with which they are

affiliated

¡  “The NIH mission can only be achieved if the best and brightest biomedical researchers, regardless of race, ethnicity, disability, socioeconomic background, or gender, are recruited and retained in our workforce... ”-Tabak & Collins (2011)

% R

epre

sent

atio

n

NIH RPG

Ph.D. Graduates

Postdocs

NSF, 2013 NIH, 2014

URM= underrepresented minority; African-American/Black, Hispanic/Latino, Native American, Alaska Native, Native Hawaiian, Pacific Islander

0 10 20 30 40 50 60

Women URM

•  Non-research career (policy, business, consulting, etc.)

•  Faculty Career, Research University •  Faculty Career, Teaching University •  Research Career, non-academic (industry, biotech, government, etc.)

1. Decision to pursue Ph.D.

3. Decision to pursue postdoctoral training

5. Decision after postdoctoral training

4. Postdoctoral training experiences

2. Graduate training experiences

Decision Point

Training Path

No postdoctoral training

Gibbs & Griffin, CBE Life Science Education (2013)

Research Questions

•  What is the process of career interest formation for recent biomedical Ph.D. graduates?

•  To what extent does this process differ based on social identity (i.e. race/ethnicity, gender, and their intersection)?

¡  Project 1: Focus groups exploring the process for career interest formation (CBE Life Sciences Education, 2013) §  N=38 (23 women, 18 from URM backgrounds) §  Personal values and structural dynamics are shaping career

interests

¡  Project 2: National survey (PLOS ONE, 2014) §  N=1890 recent STEM Ph.D.s (n=335 from URM backgrounds),

most biomedical and related fields §  Disparate career interest patterns across lines of gender and

race/ethnicity

¡  Project 3: In-depth interviews §  N=69 survey respondents from diverse backgrounds and

pursuing diverse career pathways §  Analysis on-going

Kimberly Griffin, Ph.D., Associate Professor of Education, University of Maryland

¡  October 2012- January 2013: Recruited through LinkedIn, Twitter, listservs of Ph.D.-level science policy professionals, academic and government postdocs, direct contact at national scientific conferences, graduate school and postdoctoral administrators, professional societies (e.g. National Postdoctoral Association), snowball sampling

¡  N=1500, US citizens & permanent residents, completed Ph.D. between 2007-2012

Biochemistry & Cell/Molecular Biology 30.00 Neuroscience 13.20 Microbiology & Immunology 12.73 Pharmacology/Toxicology 7.40 Psychology 7.40 Biological Sciences 7.20 Genetics 5.33 Biostat/Epi/Public Health/Clinical Sciences 4.87 Bioengineering 4.73 Biomedical Sciences 3.87 Pathology 1.67 Bioinformatics 1.60

% Disciplinary Background % Current Position Postdoc 66.8

Non-Research Career (i.e. science policy, science communication,

business, consulting, patent law, technology transfer)

9.2

Research Scientist/Engineer 5.67 Tenure-track Professor 4.13

Academic Position, other than tenure-track professor 4.13

Other 7.53 Unknown/Unemployed 2.47

Gibbs et al, PLOS ONE (2014)

¡  Career goals and knowledge ¡  Career pathway interest

§  Faculty, research-intensive university §  Faculty, teaching-intensive university §  Research career, non-academic (e.g. industry, pharmaceutical,

biotech, government, start up, etc.) §  Non-research career (e.g. consulting, policy, science writing, patent

law, business, etc.) ¡  Graduate and postdoctoral training experiences and career

development ¡  5-point Likert scales (1= lowest, 5= highest; interest or

agreement) ¡  Time points: Ph.D. entry, Ph.D. completion, currently

§  Cross-sectional, retrospective

¡  N=1500, American biomedical science Ph.D. graduates (2007-2012)


Represents 5% of all American biomedical Ph.Ds., 10% URM Ph.Ds. (9% of American biomedical postdocs, 19% of URM biomedical postdocs)

Men, Well-Represented (n=257) Men, URM (n=54) Women, Well-Represented (n=547) Women, URM (n=122) Gibbs et al, In Press

¡  Multiple Logistic Regression §  Outcome: high career pathway interest at Ph.D.

completion (i.e. 4 or 5 on the interest scale) ¡  Covariates:

§  Personal: Interest & intentions at Ph.D. entry, confidence in research ability

§  Objective: first-author publication rate, time-to-degree, h-index, institution type (Top50 yes/no)

§  Graduate training: sense of belonging (intellectually or socially), advisor interactions, and career development measures


Positive Predictors: •  High interest & intentions at

Ph.D. entry •  Advisor investment in career •  Publication record •  Research self-efficacy •  Departmental support for all

careers

Negative Predictor: •  Ph.D. at “Top 50” university

¡  Vicarious learning shapes outcome expectations regarding academic careers §  Faculty, near peers: academic job market, faculty lifestyles

¡  A combination of outcome expectations, personal values, and structural dynamics shape career decisions §  Values: what is important to decision-maker §  If what was important was best or only achievable in a

faculty position, then the scientist pursued a faculty career §  If scientist felt her/his values were not sufficiently engaged

in academia, they pursued other careers §  Dynamics at academic institutions and throughout research

workforce also influenced choice of non-academic careers

“The freedom of academic research…just getting to do whatever you want, and have people pay you…That is awesome!” Mark, Male, Well-Represented

¡  Well-Represented Men: Academic Freedom

¡  Women & URMs: Externally-Focused Values In her applied health field, research success or “failure actually means changing someone’s life.” She says, “I’m really interested in where we are [and] getting to the finish line. That’s why I come into work every day. It’s not because of, you know, the ‘glowing’ people I get to work with all the time. It’s just the work is so much bigger than any of the individuals [I work with].” Christina, Female, URM

“It’s very intimidating to think about the amount of time that I will have to spend to make sure my lab stays up and running. That I don’t have grad students or postdocs who are scared…about not having the funding to do the work and to live, to eat. But, it’s rewarding to think about being able to mentor students. That’s really what I’m passionate about.” Alicia, Female, URM

“I see very few people of color in academia… I see it as a responsibility. I can do this, so I should pursue it.” Robert, Male, URM

Gibbs & Griffin, CBE-LSE (2013)

“There was a misalignment both in terms of my goals, and I think the goals of the field and the goals of my department. I want to help society. I want to help communities that look like me, that have shared experiences that are like mine. I was receiving training to [identify] basic processes of human behavior. It was someone else’s job to then take those basic processes and apply them to social problems. But I want to fix the problems…A misalignment in the reward structure of academia and the things that I think are important on a more basic level.” Lara, Low Interest, Female, URM

Trent began his Ph.D. training “completely excited” about basic research but grew frustrated at the length of time needed to translate “basic research to any practical end result…. I am choosing a career in science policy…[because] it’s an expression of science that engages directly into the public realm.” Trent, Low Interest, Male, Well Represented


¡  Men: Academic job market, grant funding, postdoctoral pay

¡  Women: Life balance, climate

“I would have thought twice or even three times about leaving academia had the prospect for [postdoc salary] been something like $50,000-55,000.” Steve, Low Interest, Male, URM

“The seeming lack of control you have over your career options as an academic scientist. In terms of, whether not you get grants, or whether or not you publ ish, especially in this climate where the science funding has stalled or gone down in most cases over the last ten years …You have no control…and that really turns me off.” Will, Low Interest, Male, URM

“I want to have a family and to be able to see my children grow up, not just get home when they are in bed.” Mandy, Low Interest, Female, Well-Represented

“My interaction with [graduate school colleagues] is the thing that deterred me from…seeking a career in an academic environment. I felt that I could hold my own with them…but if I stepped back from it, I was like, there's no reason for me to work really hard to have these people be my peers. That's not what I am excited to do.” Deborah, Low Interest, Female, URM


¡ General trend away from faculty careers (esp. at research-intensive universities) and toward non-research careers

¡ Career trends intensified in women from URM backgrounds

¡ Disparate interest patterns at Ph.D. completion by social identity when accounting for starting interest, productivity, advisor investment, and self-efficacy

¡  Retention, persistence, and degree attainment are not the same as career choice & workforce development §  Individual skills, mentoring, and degrees are necessary but not

sufficient for career attainment §  “Pipeline” metaphor hinders efforts at inclusive excellence

¡  Approach broadening participation in the workforce explicitly but not separately §  Think intersectionally

¡  Non-biased selection processes §  Ginther et. al., Science 2011; Moss-Racusin et al, PNAS

2012; Ceci & Williams, PNAS 2015; Connelly et al, AERA 2015

¡  Combine student-centered efforts with institutional and systemic transformation §  Reward/evaluation structures & environments—department, institution,

funding agency §  Attractive and accessible to scientists from a wide variety of backgrounds?

¡  Points of Intervention §  Career development: early (undergraduate and graduate training) and

often §  Connect student learning activities and faculty work with student values §  Self-efficacy §  University climate: URM women; life-balance §  Funding and APT: stability/predictability, transparency

¡  Systems approach

¡  Kimberly Griffin, Ph.D., Associate Professor of Education, University of Maryland §  John McGready, Ph.D., Associate Scientist (Biostatistics), Johns

Hopkins Bloomberg School of Public Health §  Graduate Students: Jessica Bennett, Tykeia Robinson, Candice

Staples, Shelvia English ¡  Cancer Prevention Fellowship Program

§  Dave Nelson, Director §  Kara Hall, Preceptor

¡  Support §  Project: Burroughs Wellcome Fund (Carr Thompson)

¡  AAAS EHR §  Yolanda George

¡  NSF HRD §  Muriel Poston, Sylvia James, Jessie DeAro

Peer-Reviewed ¡  Gibbs KD Jr., Griffin K.A. “What Do I Want to Be With My Ph.D.? The Roles of

Personal Values and Structural Dynamics in Shaping the Career Interests of Recent Biomedical Science Ph.D. Graduates.” CBE Life Sciences Education. 2013 Winter; 12(1): 711-23

¡  Griffin KA, Gibbs KD Jr., et al, “Respect me for my science’: A Bourdieuan analysis of women scientists’ interactions with faculty and socialization into science.” In Press at Journal of Women and Minorities in Science and Engineering

¡  Gibbs KD Jr et al, “Biomedical Ph.D. Career Interest Patterns by Race/Ethnicity & Gender.” PLOS ONE (Dec 2014)

¡  Gibbs KD Jr, Griffin KA. “Career Development Among American Biomedical Postdocs,” In Press at CBE Life Sciences Education (December 2015)

Popular Press ¡  Benderly B. “What is the Purpose of a Scientific Career?” Science Careers (March

2015) ¡  Gibbs KD Jr, “Diversity in STEM: What It Is and Why It Matters” and “Beyond the

Pipeline: Reframing Science’s Diversity Challenge.” Scientific American (Voices Blog, 2014)

Contact: [email protected]; [email protected] @KennyGibbsPhD; @STEMPhDCareers

Opportunities for promoting inclusion and persistence in STEM through networked

communities

Giovanna Guerrero-Medina, Ph.D. Executive Director, Ciencia Puerto Rico

Director, Yale Ciencia Initiative

[email protected] @Sefini

#SACNAS2015

Washington, DC, October 30th 2015

Outline •  Themes – Highlights from research

findings

•  Needs – Problems we have not yet succesfully addressed

•  Solutions - The value of networked communities

Research: The beginning, not the end

•  Research skills,self-efficacy and performance are the beginning but not the end in the making of a scientist.

•  Whether trainees perceive themselves as scientists and part of the science community is important

Intersectionality

•  Social identity can be parsed in multiple ways

•  Differences in career preferences, values, and experiences between social identities and among them

•  No one size fits all solutions

Pipeline vs. Estuary

•  Multiple contexts affect multiple outcomes

•  Many career opportunities but: -  Early lack of focus/awareness

-  Later, confusion about options

•  Tension between personal values and perceived culture & expectations of academic research

•  Social impact is often passively or actively discouraged

Perceived & Experienced Environment

•  Unique experiences for women and URM

•  Often, feelings of isolation

Perceived & Experienced Environment

Double Jeopardy? Gender Bias Against Women of Color in Science

•  URM institutional programs are often succesful at developing self-efficacy and scientific identity -  Curriculum

-  Research experiences

-  Mentoring

-  Scientific conferences & presentations

Institutional Interventions

•  More difficult to: -  Sustain effect on scientific integration across training stages

-  Control or mitigate environment and URM experiences

-  Counter isolation

-  Provide guidance & support for all career outcomes

URM Role Models, Advisors & Peers

If Visible, Relatable & Accessible:

•  Mitigate isolation

•  Help others visualize themselves in their place

•  Promote knowledge of diverse pathways and careers

•  Can address the uniqueness of URM experiences in STEM

•  Practical & moral Support

•  Expand the network of support and information that is critical for career advancement

How can we improve access to URM role models if they are underrepresented in STEM?

The value of networked communities

Ciencia Puerto Rico

•  >7,000 students, STEM professionals and educators with interest in science & Puerto Rico

•  To support science outreach, education & career collaborations

•  >185 academic institutions, 49 states and >50 countries

•  >100 scientific disciplines

•  Bilingual educational, training, and career development resources

Principal & largest Puerto Rican science network

Guerrero-Medina, et. al. (2013). PLoS Biology (28)

More than a Network

Guerrero-Medina, et. al. (2013). PLoS Biology (28)

We leverage the network to: 1.  Increase visibility and connection to role

models and professional contacts 2.  Inform, mentor and advise scientists at all

stages 3.  Develop culturally-relevant educational &

training resources Underrepresentation ≠ Invisibility/Lack of

Agency

-ScienceLiteracy-ScienceA.tudes&Scien3stPercep3ons

ScienceCommunica3on

Ac3vi3es

AREASOFNEED

AUDIENCE

CIENCIAPRINITIATIVES

GeneralPublic

-Prepara3onforSTEMcareers-Prepara3onforSTEMGradTraining

Undergraduate

YaleCienciaNIHIPERT

-Naviga3ngdoctoraltrainingpathwaysandcareertransi3ons

Graduate&Professionals

TheVoiceofExperience–STEM

Careers

-ScienceLearning-InterestinSTEMcareers

K-12

STEMEd.Resources

Connecting scientists, students & the public to support diversity in science

StudentSymposia&Events

OutreachGirlsinSTEM

Information & Networking • Platform connects to peers,

potential mentors, advisors, or colleagues



• Biennial academic & professional development workshop highlighting members’ experiences




• Blog on women in science




• Blog on women in science

• Videochats with peers & scientists for a variety of careers and milestones

Outreach for Agency & Professional Development

Offering training and giving opportunity for community service and outreach

#SciComm #SemillasTriunfo

• >230 science articles for general public, >240 podcasts with radio play, and 1 book of essays for general public, all crowd-sourced by scientists

• Stories emphasize role models & cultural relevance

Science Communication

• 1.4 million

readers!

Innovative Program to Enhance Research Training

Connecting PhD students with CienciaPR network for: •  Role model & peer discussions •  Develop skills in career exploration &

direction through IDP •  Professional development trainings

-  Science communication -  Science teaching -  Proactive mentoring &

networking •  Science outreach to exert scientific

identity & provide social impact •  Research on factors that promote

career self-efficacy & professional expectations

1R25GM114000

40 students commence 1-yr training January 2016

FOR MORE INFORMATION AND TO

APPLY: www.cienciapr.org/yca

Addressing the Challenges •  Isolation à Network

•  Socio-cognitive stress à Role models, Peer support, Mentoring

•  Career clarity & expansion of “traditional career perceptions” à IDP, role models

•  Disengagement à Outreach

Ciencia Puerto Rico Team GiovannaGuerreroMedinaCienciaPR/YaleUniversity

MónicaI.FeliúMójerCienciaPR/iBiology

DanielA.ColónRamosYaleUniversity

WilsonGonzálezEspada

MoreheadStateUniversity

GreetchenDíazMuñozPRScienceTrust

MarcosLópezCasillas

Fund.Cardiovasc.Colombia

YaiharaFor3sSan3agoNYAS

SamuelDíazMuñozUC-Davis

JacquelineFlores

UPR-MSC

FrancisGonzálezIndep.Consultant

PaolaGius3UNC-ChapelHill

ReynaMar^nezDeLuna

SUNY-Upstate

UldaelizTrujilloUPR-RioPiedras

ElvinEstrada

PonceHealthSci.Univ.

EnriqueVargasUPR-Mayagüez

EdwinRosado

Harvard

AlmarelyBerríosUPR-Cayey

MariellaMestre

UPR-RP

JenniferMar^nezCienciaPRIntern

Cris3anDelgado

CienciaPRIntern/UPR-RP

Identity, Academia & Community: Research & Implications for Broadening Participation

Science

Transcript of Identity, Academia & Community: Research & Implications for Broadening Participation