“Biomedical Workforce Diversity: The Context for Mentoring to Develop Talents and Foster Success Within the ‘Pipeline’”
- 733 Downloads
Like all biomedical research fields, AIDS research needs the broadest diversity of experiences and perspectives among researchers in the field if creative advancements are to be achieved. Mentors and mentoring are the most important vehicles by which the talents of young scientists are developed. However, mentoring as a teaching and learning paradigm is very complex and idiosyncratic, and often inadvertently fails to provide the same quality and quantity of opportunity to aspiring scientists who are ‘different’ from those doing the mentoring. This article provides a theoretical and practical framework for understanding how differences of race, ethnicity, gender, skin color, social status and other identifiable characteristics can play into scientific development during mentoring ‘within the pipeline’. It also serves as a foundation upon which mentoring in AIDS is considered by subsequent papers in this series. Finally, it goes beyond mentoring to propose systematic coaching as an effective complement to research mentoring to promote success, especially for individuals from underrepresented groups.
KeywordsMentoring Coaching Communities of practice Diversity STEM pipeline
Support for this work has been provided by grants from the National Institutes of Health (NIH), including: R01 GM85385, R01 GM085385-02S1 (ARRA), R01 NR011987, DP4 GM096807 (ARRA), R01 GM107701, and the National Research Mentoring Network (NRMN) through U54 MD009479. I would like to gratefully acknowledge invaluable conversations with all of the current and past members of our Scientific Careers Research and Development Group at Northwestern. Collaborations and discussions with other colleagues have also contributed greatly, including Dr. Christine Pfund, Dr. Steven P. Lee, Dr. Angela Byars-Winston and Dr. Janet Branchaw.
The studies of the author that are referenced were funded by: R01 GM85385, R01 GM085385-02S1 (ARRA), R01 NR011987, DP4 GM096807 (ARRA), R01 GM107701, and U54 MD009479 (NRMN).
Compliance with Ethical Standards
Conflict of Interest
The author declares that he has no conflict of interest.
All procedures performed in studies involving human participants were in accordance with the ethical standards of Northwestern University, and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
This article does not contain any studies with animals performed by the author.
- 1.Metcalf, H. Stuck in the pipeline: a critical review of STEM workforce literature. Interactions: UCLA J of Ed and Information Studies. 2010. http://escholarship.org/uc/item/6zf09176.
- 3.Enhancing the Postdoctoral Experience for Scientists and Engineers. 2016. http://www.nap.edu/catalog/9831/enhancing-the-postdoctoral-experience-for-scientists-and-engineers-a-guide. Accessed 9 March 2016.
- 4.National Science Foundation, National Center for Science and Engineering Statistics. 2015. Women, minorities, and persons with disabilities in science and engineering (2015) http://www.nsf.gov/statistics/wmpd/. Accessed 9 March 2016.
- 5.National Science Foundation (NIH), National Center for Science and Engineering Statistics. 2013. Women, minorities, and persons with disabilities in science and engineering (2013) http://www.nsf.gov/statistics/infbrief/nsf13311/. Accessed 9 March 2016.
- 8.Handelsman J, Pfund C, Lauffer S, Pribbenow C. Entering mentoring: a seminar to train a new generation of scientists. Madison: University of Wisconsin Press; 2005.Google Scholar
- 15.Manson, SM. Early-Stage Investigators and Institutional Interface: Importance of Organization in the Mentoring Culture of Today’s Universities (this special issue).Google Scholar
- 18.Lee SP, McGee R, Pfund C, Branchaw J. Mentoring up: learning to manage your mentoring relationships. In: Wright G, editor. The mentoring continuum: from graduate school through tenure. Syracuse: The Graduate School Press; 2015.Google Scholar
- 19.NIH requires IDP. http://grants.nih.gov/grants/guide/notice-files/NOT-OD-14-113.html. Accessed 9 March 2016.
- 20.MyIDP. http://myidp.sciencecareers.org/. Accessed 9 March 2016.
- 21.http://biomedicalresearchworkforce.nih.gov/establish-a-grant-program.htm. Accessed 9 March 2016.
- 24.Gibbs KD, Griffin KA. What do I want to be with my PhD? The roles of personal values and structural dynamics in shaping the career interests of recent biomedical science PhD graduates. CBE Life Sci Educ. 2013;2013(12):711–23.Google Scholar
- 26.Gibbs KD, McGready J, Griffin K. Career development among american biomedical postdocs. CBE-LSE. 2015;14:1–12.Google Scholar
- 34.Seymour E, Hewitt N. Talking about leaving. Boulder: Westview Press; 1997.Google Scholar
- 39.Steele CM. Whistling Vivaldi. New York: W.W. Norton & Company; 2010.Google Scholar
- 44.Williams SN, Thakore BK, McGee R. Coaching to augment mentoring to achieve faculty diversity: a randomized controlled trial. Acad Med. 2015. (ePub ahead of print http://journals.lww.com/academicmedicine/Abstract/publishahead/Coaching_to_Augment_Mentoring_to_Achieve_Faculty.98613.aspx).
- 45.National Research Mentoring Network (NRMN) http://nrmnet.net/. Accessed 9 March 2016.