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Improving Instructor-Student Relationship Quality Through Social Inclusion Intervention in Biomedical Sciences (Poster 8)
Sat, April 15, 9:50 to 11:20am CDT (9:50 to 11:20am CDT), Hyatt Regency Chicago, Floor: East Tower - Exhibit Level, Riverside West Exhibition HallAbstract
Despite numerous efforts, diversifying the biomedical research workforce remains an elusive goal, and large sectors of the U.S. population remain underrepresented. We examined the short-term impact of the Social Inclusion Intervention (SII) on promoting mentoring relationship quality among 567 biomedical major undergraduate students nested within 15 faculty. Multilevel modeling was applied to estimate the intervention effects on students’ perceptions of psychological similarity and mentoring quality before and after the intervention. The results revealed that there was an interaction effect between students’ initial psychological similarity and the SII effects (b = -0.36, SE = 0.12, p <.001). Further, male students reported higher mentoring quality with their instructors (b = 0.18, SE = 0.07, p = .01) compared to their female peers.
Authors
Zoey Du, Texas A&M University
Presenting AuthorPaul R. Hernandez, Texas A&M University
Non-Presenting AuthorQiyue Zhang, Texas A&M University
Non-Presenting AuthorTherechel Abad
Non-Presenting AuthorNatalia Juarez, Texas A&M University
Non-Presenting AuthorMica Estrada, University of California - San Francisco
Non-Presenting AuthorMegan Patterson, Texas A&M University
Non-Presenting AuthorJo Handelsman, University of Wisconsin - Madison
Non-Presenting AuthorNichole Broderick, Johns Hopkins University
Non-Presenting AuthorSarah Miller, University of Wisconsin - Madison
Non-Presenting AuthorGerald Young
Non-Presenting AuthorLilibeth Flores, San Diego State University
Non-Presenting AuthorPerla Sandoval
Non-Presenting AuthorCristian Cervantes Aldana, University of California - San Francisco
Non-Presenting AuthorNatalia Maldonado
Non-Presenting Author