Work

Examining the Impact of the BUilding Infrastructure Leading to Diversity (BUILD) Initiative on Academic and Researcher Self-Efficacy among First Year Students.

Year: 2021

Type: article

Abstract: scientific theories and concepts in a classroom setting.Thus, while academic self-efficacy and science identity have been studied with respect to STEM outcomes, little is known about how one develops self-efficacy regarding science and research skills.The BUILD programs are designed to explore the most effective ways to engage students from underrepresented backgrounds in biomedical research, helping them progress on the pathway to become potential future contributors to the NIH-funded research enterprise.Given the research on scientific self-efficacy and its connection to degree completion and career interests, we explore how involvement in the BUILD program relates to changes in students' academic self-efficacy after they participated in the BUILD scholar program during their first year in college. Research Question.Does participation in the BUILD scholar program during freshman year impact students' scientific self-efficacy? Methods.Sample.

Source: PubMed

Authors: Krystle Palma Cobian, Shujin Zhong, Lourdes Guerrero

Institution: University of California, Los Angeles

Language: English

Topic: Career Development and Diversity

Subfield: Safety Research

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: green

Funders: National Institutes of Health, National Institute of General Medical Sciences, Common Fund

Awards: G251878770, G9000265919