Hernandez Paul R, Du Wenyi, Aldana Cristian Cervantes, Broderick Nichole A, Handelsman Jo, Lee Hyewon, Luo Linlin, Maldonado Natalia, Miller Holly A, Miller Sarah, Patterson Megan, Pedersen Rachelle, Sandoval Perla, Vong Janice, Estrada Mica
Department of Teaching, Learning, and Culture, Texas A&M University, College Station, TX, USA.
Department of Social and Behavioral Sciences, University of California San Francisco, San Francisco, CA, USA.
J Clin Transl Sci. 2025 Apr 28;9(1):e105. doi: 10.1017/cts.2025.81. eCollection 2025.
Interventions to foster inclusive learning environments may benefit college STEMM instructors (NASEM, 2019). We investigated the impact of a social inclusion intervention (SII) on scientific self-efficacy, identity, community values, and persistence intentions in a large and diverse sample of biomedical college instructors ( = 116) in the USA. The results indicated that the SII group developed stronger scientific community values than the control group, and the effect was the strongest for instructors who had initially expressed lower values. From a mentoring perspective, the intervention helps boost feelings of community values, which is linked to increased persistence in STEMM careers.
营造包容性学习环境的干预措施可能会使大学STEMM教师受益（美国国家科学院、工程院和医学院，2019年）。我们在美国一个规模大且多样化的生物医学专业大学教师样本（ = 116）中，研究了社会包容干预（SII）对科学自我效能感、身份认同、社区价值观以及坚持意愿的影响。结果表明，SII组比对照组形成了更强的科学社区价值观，且这种影响对最初表达较低价值观的教师最为显著。从指导的角度来看，该干预有助于增强社区价值观意识，这与在STEMM职业中更高的坚持度相关。
