Full screen

Share

Mute the genially's audio here

Poster #024.07
Click            to hear and             to read quotes from trainees

Skills
Research
Professional
  • Autonomy/flexibility
  • Availability of resources
  • Communication
  • Grant writing
Compensation
Issues around Diversity, Equity, Inclusion
Job security
Forced out of academia
Education on career options
Culture of work environments
Perceptions of tenure
Length of traning
Professional skills, grantsmanship training
  • Prestige/respect
  • Establishing relationships
Effects of funding
Acknowledgements: NINDS Director, Dr. Walter Koroshetz, and NIH Office of Research on Women’s Health Director, Dr. Janine Clayton, Dr. Jenny Kim, NINDS Diversity Working Group, NINDS staff coders.

References: [1] Gibbs & Griffin, CBE-Life Sci Edu, 2013. [2] Ullrich, et al. eNeuro, 2021.
Codebooks finalized, All responses coded (with continuous quality checks)
Reliability assessed across coders (>80% agreement, Krippendorff’s alpha > 0.6)
Develop codebook/ refine definitions
3,521 responses were coded (MAXQDA) and analyzed for overarching themes by demographic variables. Thematic differences between social identity (gender, UR status) were of interest.

UR = Under-represented (American Indian/Alaska Native, Black/African American, Hispanic/Latino, Native Hawaiian/Pacific Islander)
WR = Well-represented (White, Asian)
Academia considered "default" career
NIH funding influenced respondents’ self-efficacy through mastery experiences in research
Differences Across Social Identities
INDIVIDUALS WITH INTERSECTING MINORITIZED IDENTITIES
had compounded concerns from each identity, but also desires to role model for future scientists.
INDIVIDUALS WITH DISABILITY, SEXUAL GENDER MINORTIES
noted the lack of others with their identities and concerns for their chance of career success.
INDIVIDUALS FROM UR GROUPS
shared experiences of tokenization, pressures to succeed, and experiences of being “the only” and othering.
WOMEN
were more likely than men to discuss navigating careers with a child, needing childcare support, and experiencing harassment.
…which puts mentors in a powerful position to influence the trainee’s career decisions
Mentors influence trainee’s self-efficacy through vicarious experiences, verbal persuasion, and physiological states…

CAREER
FIT
VALUES
PASSIONS &
INTERESTS
SKILLS
42%
           WR Females
7%    UR Males
          UR Females
10%
WR Males
                      34%
     Unknown
7%
Barriers/Structural Issues
Career Self-Efficacy
Career Fit
Social Identity
  1. If supported by NIH funding, how did funding impact your research training?
  2. What is the “why” of your career choice or personal scientific journey?
  3. What additional comments do you have on career resources, obstacles, etc.?

Respondents noted career choice decisions in the context of three key factors:
“Demands made on me by my advisor that were well beyond of the requirements of my doctoral program […] soured my enthusiasm for continuing my career in academia. [The department’s student progress chair] was sympathetic, but took no action.” (WR Male)
“Initially I didn't know that I wanted to be an academic scientist […] Just witnessing my PI and seeing how she has a fulfilling career, if at times stressful due to an uncertain funding climate, was a contributing factor in my decision to stay in academia.” (WR Female)
“What got me excited about science […] was teaching and research (writing!). A committee member […] told me of an opening and insisted I apply. […] With encouraging mentors and self-reflection, I went for it and have loved it.” (UR Female)
  • Trainees enter with a passion for science and often see academia as the “default” career option.
  • Mentors' actions and words have outsized influence in shaping career self-efficacy.
  • Unique issues faced by different social identities must be factored into lowering the barriers identified in career training and in the culture of academia.

Code teams read responses, identified themes
1,753 participants participated who were current graduate students or recent doctoral recipients, US citizens or permanent residents, and had applied or received NINDS funding.

In 2017, NINDS conducted a survey [2] that included three open-ended questions (paraphrased):
Take Home Messages
Qualitative Analysis
Results
Participants
Survey
Anahid Ebrahimi, PhD; Lauren Ullrich, PhD; John Ogawa, PhD; Marguerite Matthews, PhD; Michelle D. Jones-London, PhD
National Institute of Neurological Disorders and Stroke (NINDS)

In Their Own Words: What Matters to Neuroscience Trainees in Choosing Their Careers?
  1. What do early-stage neuroscientists share about their personal career journey?
  2. What differences exist across social identities?
Career choice is a multifactorial process that evolves over time. Differences in career interests are associated with social identity [1].
To best support the needs of a diverse research workforce, NINDS investigated:

Purpose
Want to create interactive content? It’s easy in Genially!
Get started free

Over 30 million people create interactive content in Genially.

Check out what others have designed:

WHAT IS JUNETEENTH?

Interactive Image

MOON INTERACTIVE IMAGE

Interactive Image

OBJECTICS

Interactive Image

AKTEOS HELPS YOU WISH PEOPLE AROUND THE WORLD A HAPPY NEW YEAR

Interactive Image

OKMO FLOOR PLAN

Interactive Image

WEB DU BOIS

Interactive Image

MAIN CAREER MAP

Interactive Image

Discover more incredible creations here

Transcript

Poster #024.07

Click to hear and to read quotes from trainees

Skills

Research

Professional

  • Autonomy/flexibility
  • Availability of resources
  • Communication
  • Grant writing

Compensation

Issues around Diversity, Equity, Inclusion

Job security

Forced out of academia

Education on career options

Culture of work environments

Perceptions of tenure

Length of traning

Professional skills, grantsmanship training

  • Prestige/respect
  • Establishing relationships

Effects of funding

Acknowledgements: NINDS Director, Dr. Walter Koroshetz, and NIH Office of Research on Women’s Health Director, Dr. Janine Clayton, Dr. Jenny Kim, NINDS Diversity Working Group, NINDS staff coders.

References: [1] Gibbs & Griffin, CBE-Life Sci Edu, 2013. [2] Ullrich, et al. eNeuro, 2021.

Codebooks finalized, All responses coded (with continuous quality checks)

Reliability assessed across coders (>80% agreement, Krippendorff’s alpha > 0.6)

Develop codebook/ refine definitions

3,521 responses were coded (MAXQDA) and analyzed for overarching themes by demographic variables. Thematic differences between social identity (gender, UR status) were of interest.

UR = Under-represented (American Indian/Alaska Native, Black/African American, Hispanic/Latino, Native Hawaiian/Pacific Islander) WR = Well-represented (White, Asian)

Academia considered "default" career

NIH funding influenced respondents’ self-efficacy through mastery experiences in research

Differences Across Social Identities

INDIVIDUALS WITH INTERSECTING MINORITIZED IDENTITIES had compounded concerns from each identity, but also desires to role model for future scientists.

INDIVIDUALS WITH DISABILITY, SEXUAL GENDER MINORTIES noted the lack of others with their identities and concerns for their chance of career success.

INDIVIDUALS FROM UR GROUPS shared experiences of tokenization, pressures to succeed, and experiences of being “the only” and othering.

WOMEN were more likely than men to discuss navigating careers with a child, needing childcare support, and experiencing harassment.

…which puts mentors in a powerful position to influence the trainee’s career decisions

Mentors influence trainee’s self-efficacy through vicarious experiences, verbal persuasion, and physiological states…

CAREERFIT

VALUES

PASSIONS &INTERESTS

SKILLS

42% WR Females

7% UR Males

UR Females 10%

WR Males 34%

Unknown 7%

Barriers/Structural Issues

Career Self-Efficacy

Career Fit

Social Identity

  1. If supported by NIH funding, how did funding impact your research training?
  2. What is the “why” of your career choice or personal scientific journey?
  3. What additional comments do you have on career resources, obstacles, etc.?

Respondents noted career choice decisions in the context of three key factors:

“Demands made on me by my advisor that were well beyond of the requirements of my doctoral program […] soured my enthusiasm for continuing my career in academia. [The department’s student progress chair] was sympathetic, but took no action.” (WR Male)

“Initially I didn't know that I wanted to be an academic scientist […] Just witnessing my PI and seeing how she has a fulfilling career, if at times stressful due to an uncertain funding climate, was a contributing factor in my decision to stay in academia.” (WR Female)

“What got me excited about science […] was teaching and research (writing!). A committee member […] told me of an opening and insisted I apply. […] With encouraging mentors and self-reflection, I went for it and have loved it.” (UR Female)

  • Trainees enter with a passion for science and often see academia as the “default” career option.
  • Mentors' actions and words have outsized influence in shaping career self-efficacy.
  • Unique issues faced by different social identities must be factored into lowering the barriers identified in career training and in the culture of academia.

Code teams read responses, identified themes

1,753 participants participated who were current graduate students or recent doctoral recipients, US citizens or permanent residents, and had applied or received NINDS funding.

In 2017, NINDS conducted a survey [2] that included three open-ended questions (paraphrased):

Take Home Messages
Qualitative Analysis
Results
Participants
Survey
Anahid Ebrahimi, PhD; Lauren Ullrich, PhD; John Ogawa, PhD; Marguerite Matthews, PhD; Michelle D. Jones-London, PhD National Institute of Neurological Disorders and Stroke (NINDS)

In Their Own Words: What Matters to Neuroscience Trainees in Choosing Their Careers?

  1. What do early-stage neuroscientists share about their personal career journey?
  2. What differences exist across social identities?

Career choice is a multifactorial process that evolves over time. Differences in career interests are associated with social identity [1]. To best support the needs of a diverse research workforce, NINDS investigated:

Purpose

Show interactive elements