Sunday, 16 February 2014
Columbus AB (Hyatt Regency Chicago)
While conversations about increasing diversity in graduate education, postdoctoral training, and the professoriate often focus on ability and efficacy, this presentation uses data from a nation-wide project to reframe this discourse, attending to additional factors which influence career decision making for scientists from underrepresented backgrounds. Specifically, using Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994, 2001) and the Social Influence Model (Estrada, Woodcock, Hernandez, & Schultz, 2011) as guiding frameworks, we examine how performance measures, learning experiences, relationships with faculty, and individual values relate to interest in faculty careers amongst URM scientists. Data from a mixed methods study, integrating quantitative data collected from a diverse sample of 1900 biosciences Ph.D.s and interview data collected from a subset of these scientists, are presented to illustrate patterns in career decision-making.