Dataset Information

The ASPET Mentoring Network: Enhancing Diversity and Inclusion through Career Coaching Groups within a Scientific Society.

ABSTRACT: Over the past decades, two persisting priorities in science, technology, engineering, and mathematics (STEM) training have been: 1) increasing the knowledge of and access to careers beyond academic scientist; and 2) increasing the diversity of the STEM workforce. Previous studies show that a uniquely constructed career coaching group provides strong support and progress for both priorities. This report extends this design into a more sustainable model that is positioned within the professional context of rising young scientists. This new model is based in the American Society for Pharmacology and Experimental Therapeutics (ASPET)-the ASPET Mentoring Network. Groups of PhD students and postdocs were assigned to an ASPET professional (academic or other career) member (the coach) with an initial meeting held the day before the society's annual meeting. The coaching groups interacted during the meeting and then virtually for a year. Extensive survey and interview evaluation data gathered from the first three cohorts (12 coaching groups) in 2016- 2018 provided strong evidence of the perceived and real benefits of the network. This new version of career coaching groups is both feasible and linked to career success due to its close association with a scientific society, peers, and coaches who share scientific identities and aspirations.

SUBMITTER: Womack VY

PROVIDER: S-EPMC8711805 | biostudies-literature | 2020 Sep

REPOSITORIES: biostudies-literature

ACCESS DATA

Publications

The ASPET Mentoring Network: Enhancing Diversity and Inclusion through Career Coaching Groups within a Scientific Society.

Womack Veronica Y VY Thakore Bhoomi K BK Wood Christine V CV Jewett David C DC Jones Remi F RF Ingram Susan L SL Clark Janet A JA Fry Catherine L CL Wecker Lynn L McGee Richard R

CBE life sciences education 20200901 3

Over the past decades, two persisting priorities in science, technology, engineering, and mathematics (STEM) training have been: 1) increasing the knowledge of and access to careers beyond academic scientist; and 2) increasing the diversity of the STEM workforce. Previous studies show that a uniquely constructed career coaching group provides strong support and progress for both priorities. This report extends this design into a more sustainable model that is positioned within the professional c ...[more]

PMID: 32643998

Similar Datasets

Project description:BackgroundMentoring plays a pivotal role in mentees' professional advancement. However, the factors that affect career progression in informal mentoring relationships, especially with respect to faculty members, have not been extensively explored. This study aimed to explore the factors that affect career progression in informal faculty mentorings within mentor and mentee relationships.MethodologyA Qualitative Exploratory Study was designed and conducted from May to October 2023. Faculty members with informal mentoring relationships were recruited through purposive sampling. Seven faculty mentors and eight faculty mentees from various institutions participated in the study. Semi-structured interviews were used to collect data, which were audio-recorded and verbatim transcribed. The transcripts were then analysed using NVivo Software and coded. Braun and Clark's framework was used for the thematic analysis. The study adhered to the COREQ (Consolidated Criteria for Reporting Qualitative Research) checklist to ensure comprehensive and transparent reporting of the qualitative research process.ResultsA total of 76 codes emerged which were classified into six themes: (1) an ideal mentee, (2) an ideal mentor, (3) factors promoting the relationship, (4) the role of gender, (5) factors deteriorating the relationship, (6) overcoming barriers / trust-building strategies. Within each theme, mentor-mentee needs and behaviours were identified, which could lead to positive or deteriorating outcomes.ConclusionFactors affecting career progression in informal faculty mentoring sessions include mentees' positive mindset, internal motivation and clarity of vision, mentors' skills, reputation, and role modelling. Effective communication, trust, respect, and clear goals are also essential. Challenges, such as busy schedules, cross-gender mentoring, and societal biases, affect these relationships. Overcoming these barriers involves sharing experiences, psychosocial support, empathy, active listening, and feedback.

Project description:BackgroundEarly- to mid-career academics (EMCAs) represent a core component of the Australian higher education workforce. These academics experience major challenges to their wellbeing, driving a strong desire to leave academia.ObjectivesDetermine (1) EMCA awareness of, and engagement with, previous University- and Faculty-level diversity and inclusion events/initiatives and (2) opportunities and solutions to address previously reported diversity and inclusion issues experienced in the workplace.Methods114 EMCAs in medicine, dentistry and health sciences completed an electronic cross-sectional survey. The survey contained a list of University- and Faculty-provided diversity and inclusion initiatives and sought respondent ratings of interest, awareness (knowing/hearing about) and engagement (attending/applying/participating). Two in-person focus groups comprising participants who opted in during the survey or who responded to broader advertising were conducted. Both groups explored opportunities and solutions to address diversity and inclusion issues reported in an earlier organisation-wide survey.ResultsWhilst early- and mid-career academics reported high interest in diversity and inclusion events, they also reported limited awareness and engagement with these events, feeling unsupported to engage or perceiving consequences for workload. Focus groups identified five themes related to opportunities and solutions to address diversity and inclusion issues experienced in the workplace (1) enhanced relational support for career progression, (2) clear and transparent processes for efficient working, (3) reducing structural barriers to create opportunity, (4) improved financial renumeration, and (5) improved transitions and pathways.ConclusionEarly- and mid-career academics often felt unable to engage with activities outside of their immediate work responsibilities, such as events about diversity and inclusion, due to feelings of high workload. A systems approach to deploying targeted strategies to address these wellbeing challenges is recommended to sustain and retain this critical workforce.

Dataset Information

The ASPET Mentoring Network: Enhancing Diversity and Inclusion through Career Coaching Groups within a Scientific Society.

Publications

The ASPET Mentoring Network: Enhancing Diversity and Inclusion through Career Coaching Groups within a Scientific Society.

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure

Tweets