Creating inclusive environments in cell biology by casual mentoring

Lora, Jacqueline A. De; Hinton, Antentor; Termini, Christina M.

doi:10.1016/j.tcb.2022.04.009

Cited by 13 publications

(15 citation statements)

References 12 publications

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“…This underscores the significance of mentorship and guidance in shaping the career trajectories of early-career scientists. Both primary advisors and informal mentors can play a vital role in helping their mentees navigate the academic landscape and make informed career choices in the face of pervasive “unwritten rules” and the “hidden curriculum” ( Pfund et al, 2016 ; Uddin and De Los Reyes, 2021 ; De Lora et al, 2022 ). Although no interactions with representation status remained significant in this analysis, previous research shows that science identity and feelings of belongingness are also important for the persistence of scientists from UR groups ( Estrada et al, 2011 ; Margherio et al, 2016 ; Fisher et al, 2019 ).…”

Section: Discussionmentioning

confidence: 99%

A Retrospective Analysis of Career Outcomes in Neuroscience

Ullrich,

Ogawa,

Jones-London

2024

eNeuro

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What factors are associated with career outcomes among biomedical PhDs? Much of the research to-date has focused on drivers of interest in (and intention to pursue) various careers, especially during graduate school, but fewer studies have investigated participants’ ultimate career outcomes. Even less is known about what factors matter most for groups historically underrepresented in the US STEM workforce, such as women, some racial and ethnic groups, and persons with disabilities (National Center for Science and Engineering Statistics (NCSES), 2021a). This study reports a new analysis of data from 781 PhD neuroscientists that were obtained from a retrospective survey (Ullrich et al. (2021)) to investigate the factors that influence the career sector in which neuroscience PhDs are employed, and whether there were group differences according to social identity. We find evidence of academia as a “default path” for incoming PhD students, but interest in different careers increases gradually over time. Those who remained in academia had greater acceptance of the structural aspects of academic careers, such as the promotion and tenure process, and greater faculty support during their postdoctoral training. Conversely, prioritizing monetary compensation and wanting varied work were associated with not being in academia, while a strong interest in research was positively associated with being in non-academic research. Somewhat surprisingly, there were few interactions with gender, and no interactions with underrepresentation status, although perhaps this was due to lack of statistical power. Our findings also underscore the role of advisors, networking, and personal relationships in securing employment in STEM.Significance StatementA new analysis of a retrospective survey from 781 PhD neuroscientists who have completed their training reveals factors associated with differences between respondents who are working in different sectors, including preferences about careers and experiences in graduate and postdoctoral training. We find evidence of academia as a “default path” for incoming PhD students, but interest in different careers changes gradually over time. Our findings also underscore the role of advisors, networking, and personal relationships in securing employment in STEM. To create a more inclusive and diverse academic environment, it's essential to address financial disparities, provide tailored support, foster mentorship relationships, and actively work to create inclusive academic cultures that embrace a variety of career paths for neuroscientists.

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Section: Discussionmentioning

confidence: 99%

A Retrospective Analysis of Career Outcomes in Neuroscience

Ullrich,

Ogawa,

Jones-London

2024

eNeuro

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“…It can be used to examine the development of other protegees in higher education (e.g., graduate students 77,78 or medical students 25,79 ) and those in less structured mentorship relationships (e.g., casual, shadow, or reverse mentoring). [80][81][82] Future researchers can use the framework to gain insights into the potential effects of mentor−mentee discordance on the development and achievements of students in various educational settings and mentoring contexts.…”

Section: Discussionmentioning

confidence: 99%

“…They can use the DI as a tool to consider not only shared research interests between mentors and mentees but also dimensions of discordance in their identities. The Discordance Index in Context framework is readily transferable beyond formal undergraduate research mentoring contexts. It can be used to examine the development of other protegees in higher education (e.g., graduate students 77,78 or medical students 25,79 ) and those in less structured mentorship relationships (e.g., casual, shadow, or reverse mentoring) 80–82 . Future researchers can use the framework to gain insights into the potential effects of mentor−mentee discordance on the development and achievements of students in various educational settings and mentoring contexts.…”

Section: Discussionmentioning

confidence: 99%

Advancing understanding of discordant mentoring relationships in STEMM: A method and framework

Morales

Grineski

Collins

2023

Annals of the New York Academy of Sciences

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Having a diverse workforce in STEMM (science, technology, engineering, mathematics, and medicine) fields is essential for the United States to remain competitive in the global economy and to create a more just society. Faculty‐mentored undergraduate research experiences have been identified as a high‐impact practice for encouraging students from diverse backgrounds to pursue STEMM education and careers. Despite extensive research examining factors influencing the effectiveness of mentor−mentee relationships, there is still limited understanding of how differences or similarities in the social identities of mentors and mentees, which we term mentor−mentee discordance, impact undergraduates’ research experiences and outcomes. In this perspective, we propose that mentor−mentee discordance should be conceptualized as a multidimensional, continuous construct and suggest a global index to measure varying degrees of discordance in mentoring relationships. We also offer a conceptual model that incorporates the Discordance Index to systematize the understanding of the effects of discordant mentoring relationships on student development across social contexts and over time. Finally, we provide recommendations for future researchers, STEMM educators, and program directors who are interested in using the Discordance Index.

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“… 81 However, more research should seek to understand how the identity of mentors within programs defines the mentor relationship type. We have previously discussed and provided guides for several forms of mentoring, including intentional mentoring, 30 casual mentoring, 31 virtual mentoring, 32 shadow mentoring, 33 and mentoring groups. 34 …”

Section: Practical Considerationsmentioning

confidence: 99%

“…These programs are predicated on steadfast mentorship, which necessitates mentor training. 29 We have previously discussed how various forms of mentorship including intentional mentoring, 30 casual mentoring, 31 virtual mentoring, 32 shadow mentoring, 33 and mentoring groups 34 can help address challenges faced by minority trainees. 35 Notably, these forms of mentorship can reduce the need for increased retention of UR students within the academic pipeline.…”

Section: Introductionmentioning

confidence: 99%

A review of undergraduate research programs aimed at underrepresented students

Beasley,

Vue,

McReynolds

et al. 2024

STAR Protocols

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Creating inclusive environments in cell biology by casual mentoring

Cited by 13 publications

References 12 publications

A Retrospective Analysis of Career Outcomes in Neuroscience

A Retrospective Analysis of Career Outcomes in Neuroscience

Advancing understanding of discordant mentoring relationships in STEMM: A method and framework

A review of undergraduate research programs aimed at underrepresented students

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