Smith Jessi L, Stoop Chatanika, Young Micaela, Belou Rebecca, Held Suzanne
Jessi L. Smith (
Bioscience. 2017 Jul 1;67(7):638-645. doi: 10.1093/biosci/bix050. Epub 2017 Jun 7.
Broadening the participation of women in science, technology, engineering, and mathematical (STEM) fields is more than a social-justice issue; diversity is paramount to a thriving national research agenda. However, women face several obstacles to fully actualizing their research potential. Enhancing the research capacity and opportunity of women faculty requires purposeful changes in university practice. Therefore, we designed an intervention, a grant-writing bootcamp informed by self-determination theory (Deci and Ryan 2012), to support the participants' feelings of relatedness, autonomy, and competence. Three grant-writing bootcamps were run over an 18-month period. Using a pre- and post-test design over the span of 1 year (and contrasting results with a comparison sample who were not part of the intervention) showed that the women participating in the grant-writing bootcamp significantly increased the number of external grants submitted, the number of proposals led as principal investigator, the number of external grants awarded, and the amount of external funding dollars awarded.
扩大女性在科学、技术、工程和数学（STEM）领域的参与度，这不仅仅是一个社会正义问题；多样性对于蓬勃发展的国家研究议程至关重要。然而，女性在充分发挥其研究潜力方面面临若干障碍。提高女性教员的研究能力和机会需要大学实践做出有目的的改变。因此，我们设计了一项干预措施，即一个基于自我决定理论（德西和瑞安，2012年）的科研基金申请书撰写训练营，以支持参与者的归属感、自主感和胜任感。在18个月的时间里举办了三期科研基金申请书撰写训练营。在1年的时间跨度内采用前测和后测设计（并将结果与未参与该干预措施的对照样本进行对比）表明，参加科研基金申请书撰写训练营的女性显著增加了提交的外部科研基金申请数量、作为首席研究员牵头的提案数量、获得的外部科研基金数量以及获得的外部资金数额。
