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Coaching to Augment Mentoring to Achieve Faculty Diversity: A Randomized Controlled Trial
Simon N Williams1, Bhoomi K Thakore, Richard McGee
1S.N. Williams is research assistant professor, Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Chicago, Illinois. B.K. Thakore is research associate, Feinberg School of Medicine, Northwestern University, Chicago, Illinois. R. McGee is associate dean of faculty recruitment and professional development and professor of medical education, Feinberg School of Medicine, Northwestern University, Chicago, Illinois.
Summary
The Academy for Future Science Faculty coaching intervention improved biomedical PhD students' perceptions of academic careers. This novel approach enhances traditional mentoring, promoting diversity and persistence in science faculty roles.
Area of Science:
- Biomedical Sciences
- Higher Education
- Career Development
Background:
- Traditional research mentoring for biomedical PhD students has limitations in promoting faculty diversity.
- Previous efforts to increase faculty diversity have not fully addressed systemic barriers.
- A novel coaching intervention, the Academy for Future Science Faculty, was developed to supplement existing mentoring structures.
Purpose of the Study:
- To evaluate the impact of the Academy for Future Science Faculty (the Academy) on biomedical PhD students' perceptions of academic careers.
- To determine if the Academy intervention influences the perceived achievability and desirability of faculty positions.
- To assess the effectiveness of a coaching model based on social science theories in enhancing career persistence.
Main Methods:
- A longitudinal randomized controlled trial was conducted with 121 latter-stage biomedical PhD students from July 2012 to July 2013.
- The study involved group and individual coaching sessions, distinct from traditional research mentoring.
- Data were collected using questionnaires, interviews, and recordings, with statistical analyses including repeated-measures ANOVA.
Main Results:
- Students in the Academy group showed increased perceived achievability of academic careers compared to the control group.
- Perceived desirability of academic careers decreased less significantly in the Academy group than in the control group.
- Qualitative data indicated the Academy provided new role models and facilitated discussions on race and gender in science careers.
Conclusions:
- The Academy for Future Science Faculty coaching model effectively supplements traditional mentoring for biomedical PhD students.
- This intervention shows promise in promoting persistence toward academic careers, particularly for underrepresented minority students.
- Early results suggest a coaching approach can positively impact career perceptions and support faculty diversity initiatives.
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