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A pilot study on our non-traditional, varied writing accountability group for historically excluded and underrepresented persons in STEMM.
Neikirk, Kit; Barongan, Taylor; Shao, Bryanna; Spencer, Elsie C; Kabugi, Kinutha; Conley, Zachary; Vang, Larry; Vue, Mein; Vang, Nancy; Garza-Lopez, Edgar; Crabtree, Amber; Alexander, Stefanie; Beasley, Heather K; Marshall, Andrea G; Killion, Mason; Stephens, Dominique; Owens, Beverly; Martinez, Denise; Palavicino-Maggio, Caroline B; Jenkins, Felysha; Vang, Chia; Morton, Derrick J; Shuler, Haysetta; Murray, Sandra A; Damo, Steven; Vue, Zer; Hinton, Antentor.
Afiliación
  • Neikirk K; Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA.
  • Barongan T; Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA.
  • Shao B; Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA.
  • Spencer EC; Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA.
  • Kabugi K; Teachers College, Columbia University, New York, NY, USA.
  • Conley Z; Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA.
  • Vang L; Collaborative for STEM Education and Outreach, Department of Teaching and Learning, Vanderbilt University, Nashville, TN, USA.
  • Vue M; Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA.
  • Vang N; Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA.
  • Garza-Lopez E; Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA.
  • Crabtree A; Department of Biology, University of Iowa, Iowa City, IA, USA.
  • Alexander S; Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA.
  • Beasley HK; Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA.
  • Marshall AG; Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA.
  • Killion M; Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA.
  • Stephens D; Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA.
  • Owens B; Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA.
  • Martinez D; Department of Life and Physical Sciences, Fisk University, Nashville, TN, USA.
  • Palavicino-Maggio CB; Department of Chemistry, Cleveland Early College High School, Shelby, NC, USA.
  • Jenkins F; Office of Diversity, Equity, and Inclusion, University of Iowa Roy J. and Lucille A. Carver College of Medicine, Iowa City, IA, USA.
  • Vang C; McLean Hospital, Harvard Medical School, Boston, MA, USA.
  • Morton DJ; Department of Basic Sciences, Office of Diversity, Equity, and Inclusion, Vanderbilt School of Medicine, Nashville, TN, USA.
  • Shuler H; Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA.
  • Murray SA; Counseling Department, New Highlands University, Las Vegas, NM, USA.
  • Damo S; Kaiser Permanente Bernard J. Tyson School of Medicine, Department of Biomedical Science, Pasadena, CA, USA.
  • Vue Z; Department of Biological Sciences, University of Southern California, Los Angeles, CA, USA.
  • Hinton A; Department of Biological Sciences, Winston-Salem State University, Winston-Salem, NC, USA.
Heliyon ; 9(12): e22335, 2023 Dec.
Article en En | MEDLINE | ID: mdl-38144282
ABSTRACT
Underrepresented faculty have higher burnout rates and lower grant attainment rates when compared with their non-minority counterparts. Many in science, technology, engineering, mathematics, and medicine (STEMM) disciplines, including underrepresented individuals, often have difficulty dedicating time to the writing process, with trainees often being relegated to laboratory tasks in their training years, resulting in a lack of practice in academic writing. Notably, past studies have shown that grant attainment rates of underrepresented individuals are lower than their majority counterparts. Here, we sought to consider a mechanism targeted to underrepresented individuals, although applicable to everyone, to help overcome traditional barriers to writing in STEMM. The authors have hosted a writing accountability group (WAG) that uniquely provides a format focused on physical activity and different forms of writing to strengthen both career development and award/funding attainment. Our objectives were to evaluate this unique format, thus creating a resource for individuals and institutions to learn about WAGs and expand upon the framework to formulate their own WAG. To do this, we performed a small pilot study (n = 21) to investigate attitudes towards the WAG. We present the results of a survey conducted among underrepresented WAG participants, which spanned different career stages and was highly diverse demographically. Our results show that following attendance of our WAG, individuals did not note a significant change in scales pertaining to John Henryism (high-effort coping), resilience, sense of belonging, or grit. However, significant increases were noted in the self-perceived ability to handle stress, confidence in applying for awards, appreciation for mentoring, and satisfaction of WAGs. Taken together, the results of this study suggest that our unique WAG format can have some positive results as a career and writing development opportunity and may be able to support underrepresented individuals in attaining funding at higher education institutions.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Idioma: En Revista: Heliyon Año: 2023 Tipo del documento: Article País de afiliación: Estados Unidos Pais de publicación: Reino Unido
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Idioma: En Revista: Heliyon Año: 2023 Tipo del documento: Article País de afiliación: Estados Unidos Pais de publicación: Reino Unido