Assessment of NIH Minority Research and Training Programs Phase 3 (2005) / Chapter Skim
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1 Introduction
1 Introduction
Pages 15-28
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From page 15... ...
A census of extramural NIH minority research training programs conducted by the committee in 2001 revealed that the ICs offered 79 different minority-targeted training programs in support of the NIH goal of increasing the number of minority biomedical and behavioral scientists. This study examines the use of 13 of those programs at the undergraduate, graduate, postdoctoral, and junior faculty levels.
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The goal of this study was to answer a fundamental question: Do the NIH minority research and research training programs work? Specifically, have they been successful in helping minority students and faculty members move a step forward toward productive careers as research scientists?
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In order to assess and analyze NIH minority trainee educational and career outcomes, the study committee was charged with addressing the following questions to the extent that they may be addressed using available data from NIH supplemented by interviews with minority trainees and program administrators: 1. Do the NIH minority research training programs work?
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From page 18... ...
14 have shown that in response to the civil rights movement, key Supreme Court cases, and the Civil Rights Act of 1964, colleges and universities began to actively recruit minority students -- Native American, Hispanic, and African American -- in the 1960s and became more aggressive in subsequent decades. Indeed, higher education embraced diversity as a mission, recognizing, as Prewitt argues that "it had a special obligation.
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From page 19... ...
18 Data from Table 1-1 were recalculated and the Asian/Pacific Islanders category was removed from the definition of minority because Asians are not underrepresented in science. The percentage of underrepresented minorities receiving doctorates in the biological sciences are recalculated as follows: 1994: 5.5; 1995: 5.8; 1996: 5.7; 1997: 6.2; 1998: 6.8; 1999: 7.5; 2000: 7.2; 2001: 7.5; 2002: 7.7; 2003:7.3.
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TABLE 1-2 Doctorates in Psychology Awarded to U.S. Citizens or Permanent Residents by Race or Ethnicity and Major Field of Study: 1994-2003 Year 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 American Indian or Alaskan 12 14 17 18 31 35 22 17 15 22 Native Asian or Pacific Islander 108 121 121 126 113 132 145 122 128 125 Black 124 149 152 152 158 172 189 174 171 168 Hispanic 133 146 173 171 208 215 211 175 185 169 Total minority psychology 377 430 463 467 510 554 567 488 499 484 doctorates Minority doctorates as a 12.02 13.51 14.32 14.94 15.58 16.83 17.55 16.09 17.86 17.01 percentage of total White 2,729 2,722 2,744 2,523 2,645 2,701 2,607 2,454 2,228 2,254 Total 3,136 3,184 3,233 3,125 3,274 3,292 3,231 3,033 2,794 2,846 SOURCE: SOURCE: NSF/NIH/NEH/USDA/NASA, 2003 Survey of Earned Doctorates.
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From page 21... ...
For example, many corporations have discovered the value of diversity not only in sales and marketing functions, where a wide base for customer appeal is important but also in other operations where the best talent is needed. Minority trainees need role models as much as they need efforts to develop them as new entrants.
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From page 22... ...
In addition to issues of talent, there are issues of supply.20 For one thing, demographic trends suggest an important emphasis on recruiting underrepresented minorities to science and engineering simply because those groups are increasing as a proportion of the U.S. population and are expected to reach 49.9 percent in the near future.21 As the National Science and Technology Council (2000)
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Building Engineering and Science Talent (BEST) 25 recently outlined eight key design principles to expand minority participation in higher education: 1.
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The lack of minority faculty and senior scientists translates to a lack of critical role models for minority trainees at these institutions. From an educational and professional development standpoint, inclusive promotion of science professions in our society will require that all segments of this society see role models for themselves -- successful professionals who come from their backgrounds.
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Given disparities in the educational opportunities available to trainees prior to enrollment in any of the NIH programs, it would be inappropriate to expect or demand that minority trainees, as a whole, have the same average rates of professional attainment and success as nonminority trainees. Indeed, the training programs exist because of the need to overcome this gap.
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From page 26... ...
In addition to examining minority research training programs relative to these outcome metrics, the committee also identifies features of minority programs that have or have not been successful in helping individual students and faculty move a step forward toward productive careers as research scientists. It explores a variety of factors that contribute to minority trainee success, including the characteristics of individual participants and the academic institutions at which they received their NIH support.
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From page 27... ...
Chapters 3, 4, and 5 focus on, analyze, and assess research training programs geared toward each of the four research training career stages-undergraduate, graduate, postdoctoral, and junior faculty. Chapter 6 describes the perspectives of numerous NIH research training program administrators who were interviewed as part of the committee's data-collection process.
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