Social identity, or the intersection between race/ethnicity and gender identity, strongly influences women and underrepresented minority (URM) students’ interest and persistence in STEM. This session discussed recent research findings and discuss how they can be translated into programs and practices to broaden participation in STEM. Presented at the 2015 SACNAS National Conference by Dr. Paul Hernandez, Dr. Kenny Gibbs, Jr. and Dr. Giovanna Guerrero-Medina. Moderated by Dr. Mónica I. Feliú-Mójer and Dr. Yaihara Fortis-Santiago.

1. Iden%ty, Academia
and Community:
Research and Implica%ons
for Broadening Par%cipa%on
#SACNAS2015

2. TODAY
• How social and scien%fic iden%ty
influences academic STEM interest and
persistence
• Factors that create perceived opposi%on
between social and scien%fic iden%ty
• Interven%ons that integrate findings into
strategies for broadening par%cipa%on

3. Dr. Paul Hernandez Dr. Kenneth Gibbs, Jr.
@KennyGibbsPhD
Dr. Giovanna Guerrero-Medina
@sefini
Dr. Yaihara For%s-San%ago
@yfor%ss
Dr. Mónica I. Feliú-Mójer
@moefeliu

4. 
The Importance of Scientific
Identity (and Values) for
Persistence in STEM
Presentation at the Society for Advancing
Chicanos/Hispanics and Native Americans in Science
(SACNAS) National Conference
Washington, DC, October 30th 2015
1

5. Research
Team
Wesley Schultz (PI)
Mica Estrada (Co-PI)
Anna Woodcock
Paul Hernandez
Richard Serpe
Victor Rocha
Stephen Quartucci
2

6. Minority Training
Programs
• Concerted effort for over 40 years to increase the diversity in
the sciences
• Many programs promote research careers among members
of underrepresented groups
• NIH, NSF, State, Local , Private
• Undergraduate, graduate, post-graduate & early career
• “In 2002, the number of trainees [in NIH programs]
exceeded 16,000, reflecting a spending level of
approximately $650 million.” Assessment of NIH Minority
Research and Training Programs: Phase 3
3

7. Do These Programs Work?
Problems with Existing Data
1. Programs can “cherry pick” students who are likely to
succeed
- These students are likely to succeed without the program
2. No control group
3. Inadequate sample size (often one program)
4. Long-term evaluations outside of funding scope
5. No way to examine the “mechanisms” of success
6. Retrospective accounts can be biased
4

8.  Longitudinal study of underrepresented minority
science students who had a strong interest in pursuing
a biomedical research career
 From 50 campuses nationwide, 25 of these had RISE
programs in 2005 (when study began)
 1,420 participants
 Data collected twice yearly from students
 Prospective propensity score matched control design
 Completed tenth year (19 waves of data) with a minimum
70% response rate
Overview: The Science Study
5

9. 25 R.I.S.E. Programs
6

10. Longitudinal Panel
 72% Female
 Ethnicity/Race:
 49% African American
 39% Hispanic/Latino(a)
 1% Native American
 Major (when began):
 63% Biological Sciences
 21% Natural Sciences
 12% Behavioral & Social Sciences
 4% Mathematics & Engineering
7

11. Survey Data Collection
Data collected through secure web interface
www.TheScienceStudy.com
8

12. 
Persistence/Integration
into the Scientific
Community
Tripartite Integration Model of Social Influence
(TIMSI)
9

13. Individuals Orient to the Academic Community
on Different Levels
• Resources (e.g., Money, scholarships)
• Ability (self-efficacy)
Compliance:
If I get this then I’ll
pursue an academic
degree.
• An Academic (having academic
identity)
• Belong in the academic community
Identification:
When I am this, I
pursue an academic
degree.
• Hold the values of the academic
community
Internalization:
Because I believe in
this, I pursue an
academic degree.
Kelman’s Theory of Social Influence (1958, 2006)10

14. Expansion of Kelman’s Model
 Kelman’s Model Expansion: Tripartite Integration Model of
Social Influence (TIMSI)
(Estrada, Woodcock, Hernandez, & Schultz, 2011)
 Adapts constructs from Kelman’s model for Compliance
(Science Efficacy), Identification (Science Identity), and
Internalization (Science Community Values) to examine
integration into the scientific community.
 Science Efficacy, Science Identity, and Science Community
Values used to predict student intentions to purse an academic
career.
 Participants were all underrepresented minority students
11

15. Who Integrates into the Scientific
Community?
Tripartite Integration Model of Social
Influence (TIMSI)
• I can do what scientists doScientific self-
efficacy
• I am a scientist
Scientific identity
• I agree with the values of
the scientific community.
Internalization of
scientific values
Integration
+
+
+
12Estrada et al. (2011)

16. Scientific
Integration
Identity
Self-
Efficacy
Value
Undergraduate students
.43*
.22*
.51*
.60*
.54*
(.28)
TIMSI Predicting Integration
Estrada et al. (2011) 13

17. Scientific
Integration
Identity
Self-
Efficacy
Value
.20+
.28*
.52*
.45*
.56*
Conduct
Research
(.24)
Scientific
Integration
Identity
Self-
Efficacy
Value
.21*
.28**
.52*
.45*
.56* Apply
Graduate
School
(.20)
.23*
Scientific
Integration
Identity
Self-
Efficacy
Value
.21*
.28**
.52*
.45*
.56*
Enroll
Graduate
School
(.51)
Apply
Graduate
School
.13*
.64***
.18*
.21*
.16*
Estrada et al. (2011)
14
(.20)

18. Panel: Career Trajectories Now
In
Science
Out of
Science
Medical
Series1 253 431 321
0
50
100
150
200
250
300
350
400
450
500Numberofstudents
Where are they now??
15

19. Science
Identity
Science
Efficacy
Science
Values
STEM
Career
Medical /
Clinical
Career
Other
Career
Longitudinal Prediction of
Career Choices
Senior Year ~2 Years Post Graduation
-.65*
16
Estrada, Hernandez, Woodcock, & Schultz (2013)
Estrada, Hernandez, & Schultz (2015 Under Review)
(.24)
(.20)

20. Making Sense of Longitudinal
Prediction Model
74%
43%
16%
9%
25%
50%
0%
20%
40%
60%
80%
100%
High (+1 SD) Average Low (-1 SD)
Endoresment of Science Community Values
PredictedProbabilities Predicted Probabilities of Career
Choices as a Function of Science
Community Values
Career Choice STEM Career Choice Other
17

21. Program Recommendations
 I can
 Sustain efficacy. Provide opportunities to
successfully practice scientific skills
 I am
 Sustain identity. Provide context that supports
the maintenance of a scientific identity and sense
of belonging to the community
 I believe
 Sustain values. Communicate values of the
discipline and why they are important to
continue to embrace.
18

22. 
So I’ll stay….
19

23. Thank You
20

24. Example of Science Efficacy Questions
Extent to which you are confident you can successfully complete the
following tasks…
 Report research results in a written paper.
 Use scientific language and terminology.
 Figure out/analyze what data/observations mean.
 Use scientific literature and/or reports to guide
research.
 Use technical science skills (use of tools,
instruments, and/or techniques).
Chemers, et. al. (2010).
21

25. 22

26. Example of Science Identity Questions
Level of agreement with each statement…
 In general, being a scientist is an important
part of my self-image.
 I am a scientist.
 I have a strong sense of belonging to
the community of scientists.
 Being a scientist is an important
reflection of who I am.
Modification of Chemers, et. al. (2010).
23

27. 24

28.  A person who feels
discovering something
new in the sciences is
thrilling.
 A person who thinks it is
important work to identify
truths using the scientific
method.
 A person who thinks
discussing new theories
and ideas between
scientists is important.
Example of Science Value Questions
How much is this person like you?
 A person who thinks it is valuable
to conduct research that builds
the world's scientific knowledge.
 A person who believes writing up
research results to be published in
a leading scientific journal is a
good use of time.
Estrada, et al. (2011). 25

29. 26

30. Panel: Educational Progress
87
74
49
30
18
12 9 7 7 5
13
18
30
39
45
44
39
34
29
23
9
21
31
37
44
52
59
65
72
0
10
20
30
40
50
60
70
80
90
100
W0 W2 W4 W6 W8 W10 W12 W14 W16 W18
PercentofPanel
Undergraduate Grad/Med Student Not Currently Enrolled
2005/2006 2006/2007 2007/2008 2008/2009 2009/2010 2010/2011
Note: The “not currently enrolled” category includes those who have graduated and those who have
either permanently or temporarily left college before graduation.27

31. References & Additional Readings
28
• Hernandez, P. R., Schultz, P. W., Estrada, M., Woodcock, A., & Chance, R. C. (2013).
Sustaining optimal motivation: A longitudinal analysis of interventions to broaden
participation of underrepresented students in STEM. Journal of Educational Psychology,
105(1), 89-107. doi:10.1037/a0029691
• Estrada, M., Hernandez, P. R., Woodcock, A., & Schultz, W. P. (2013). I can, but I’m not
staying! The integration of underrepresented minority students into the sciences.
Presentation at the Annual American Psychological Association Convention -
SPSSI/Division 9, Honolulu, HI.
• Estrada, M., Hernandez, P. R., & Schultz, P. W. (Under Review). A longitudinal study of how
quality mentorship and research experience integrate underrepresented minorities into
STEM careers.
• Estrada, M., Woodcock, A., Hernandez, P. R., & Schultz, P. W. (2011). Toward a model of
social influence that explains minority student integration into the scientific community.
Journal of Educational Psychology, 103(1), 206-222. doi:10.1037/a0020743
• Schultz, P. W., Hernandez, P. R., Woodcock, A., Estrada, M., Chance, R. C., Aguilar, M.,
& Serpe, R. T. (2011). Patching the pipeline: Reducing educational disparities in the
sciences through minority training programs. Educational Evaluation and Policy Analysis,
33(1), 95-114. doi:10.3102/0162373710392371

32. Kenneth Gibbs, Jr., Ph.D., M.P.H.
Cancer Prevention Fellow
Science of Research and Technology Branch
National Cancer Institute
E: kenneth.gibbs@nih.gov
Tw: @KennyGibbsPhD @STEMPhDCareers
*View are those of the investigators, not any organization with which they are
affiliated

33. ¡ “The NIH mission can only be achieved if the best and brightest
biomedical researchers, regardless of race, ethnicity, disability,
socioeconomic background, or gender, are recruited and retained in our
workforce... ”-Tabak & Collins (2011)
%Representation
NIH RPG
Ph.D. Graduates
Postdocs
NSF, 2013
NIH, 2014
URM= underrepresented minority; African-American/Black, Hispanic/Latino, Native
American, Alaska Native, Native Hawaiian, Pacific Islander
0
10
20
30
40
50
60
Women URM

34. • Non-research career
(policy, business, consulting, etc.)
• Faculty Career, Research University
• Faculty Career, Teaching University
• Research Career, non-academic
(industry, biotech, government, etc.)
1. Decision to pursue Ph.D.
3. Decision to pursue
postdoctoral training
5. Decision after postdoctoral
training
4. Postdoctoral training experiences
2. Graduate training experiences
Decision Point
Training Path
No postdoctoral training
Gibbs & Griffin, CBE Life Science Education (2013)
Research Questions
• What is the process of
career interest
formation for recent
biomedical Ph.D.
graduates?
• To what extent does
this process differ
based on social identity
(i.e. race/ethnicity,
gender, and their
intersection)?

35. ¡ Project 1: Focus groups exploring the process for career
interest formation (CBE Life Sciences Education, 2013)
§ N=38 (23 women, 18 from URM backgrounds)
§ Personal values and structural dynamics are shaping career
interests
¡ Project 2: National survey (PLOS ONE, 2014)
§ N=1890 recent STEM Ph.D.s (n=335 from URM backgrounds),
most biomedical and related fields
§ Disparate career interest patterns across lines of gender and
race/ethnicity
¡ Project 3: In-depth interviews
§ N=69 survey respondents from diverse backgrounds and
pursuing diverse career pathways
§ Analysis on-going
Kimberly Griffin, Ph.D., Associate Professor of Education, University of Maryland

36. ¡ October 2012- January 2013: Recruited through LinkedIn, Twitter, listservs of Ph.D.-
level science policy professionals, academic and government postdocs, direct
contact at national scientific conferences, graduate school and postdoctoral
administrators, professional societies (e.g. National Postdoctoral Association),
snowball sampling
¡ N=1500, US citizens & permanent residents, completed Ph.D. between 2007-2012
Biochemistry & Cell/Molecular Biology 30.00
Neuroscience 13.20
Microbiology & Immunology 12.73
Pharmacology/Toxicology 7.40
Psychology 7.40
Biological Sciences 7.20
Genetics 5.33
Biostat/Epi/Public Health/Clinical
Sciences 4.87
Bioengineering 4.73
Biomedical Sciences 3.87
Pathology 1.67
Bioinformatics 1.60
% Disciplinary Background % Current Position
Postdoc 66.8
Non-Research Career (i.e. science
policy, science communication,
business, consulting, patent law,
technology transfer)
9.2
Research Scientist/Engineer 5.67
Tenure-track Professor 4.13
Academic Position, other than
tenure-track professor
4.13
Other 7.53
Unknown/Unemployed 2.47
Gibbs et al, PLOS ONE (2014)

37. ¡ Career goals and knowledge
¡ Career pathway interest
§ Faculty, research-intensive university
§ Faculty, teaching-intensive university
§ Research career, non-academic (e.g. industry, pharmaceutical,
biotech, government, start up, etc.)
§ Non-research career (e.g. consulting, policy, science writing, patent
law, business, etc.)
¡ Graduate and postdoctoral training experiences and career
development
¡ 5-point Likert scales (1= lowest, 5= highest; interest or
agreement)
¡ Time points: Ph.D. entry, Ph.D. completion, currently
§ Cross-sectional, retrospective

38. ¡ N=1500, American biomedical science
Ph.D. graduates (2007-2012)
Gibbs et al, PLOS ONE (2014)
Represents 5% of all American biomedical Ph.Ds., 10% URM Ph.Ds.
(9% of American biomedical postdocs, 19% of URM biomedical postdocs)

39. Men, Well-Represented (n=257) Men, URM (n=54)
Women, Well-Represented (n=547) Women, URM (n=122)
Gibbs et al, In Press

40. Men, Well-Represented (n=257) Men, URM (n=54)
Women, Well-Represented (n=547) Women, URM (n=122)
Gibbs et al, In Press

41. Men, Well-Represented (n=257) Men, URM (n=54)
Women, Well-Represented (n=547) Women, URM (n=122)
Gibbs et al, In Press

42. Men, Well-Represented (n=257) Men, URM (n=54)
Women, Well-Represented (n=547) Women, URM (n=122)
Gibbs et al, In Press

43. ¡ Multiple Logistic Regression
§ Outcome: high career pathway interest at Ph.D.
completion (i.e. 4 or 5 on the interest scale)
¡ Covariates:
§ Personal: Interest & intentions at Ph.D. entry,
confidence in research ability
§ Objective: first-author publication rate, time-to-
degree, h-index, institution type (Top50 yes/no)
§ Graduate training: sense of belonging
(intellectually or socially), advisor interactions, and
career development measures

44. Gibbs et al, PLOS ONE (2014)
Positive Predictors:
• High interest & intentions at
Ph.D. entry
• Advisor investment in career
• Publication record
• Research self-efficacy
• Departmental support for all
careers
Negative Predictor:
• Ph.D. at “Top 50” university

45. Gibbs et al, PLOS ONE (2014)

46. ¡ Vicarious learning shapes outcome expectations
regarding academic careers
§ Faculty, near peers: academic job market, faculty lifestyles
¡ A combination of outcome expectations,
personal values, and structural dynamics shape
career decisions
§ Values: what is important to decision-maker
§ If what was important was best or only achievable in a
faculty position, then the scientist pursued a faculty career
§ If scientist felt her/his values were not sufficiently engaged
in academia, they pursued other careers
§ Dynamics at academic institutions and throughout research
workforce also influenced choice of non-academic careers

47. “The freedom of academic research…just getting to do whatever you want, and
have people pay you…That is awesome!” Mark, Male, Well-Represented
¡ Well-Represented Men: Academic Freedom
¡ Women & URMs: Externally-Focused Values
In her applied health field, research success or “failure actually means changing
someone’s life.” She says, “I’m really interested in where we are [and] getting to
the finish line. That’s why I come into work every day. It’s not because of, you know,
the ‘glowing’ people I get to work with all the time. It’s just the work is so much
bigger than any of the individuals [I work with].” Christina, Female, URM
“It’s very intimidating to think about the amount of time that I will have to spend to
make sure my lab stays up and running. That I don’t have grad students or
postdocs who are scared…about not having the funding to do the work and to live,
to eat. But, it’s rewarding to think about being able to mentor students. That’s really
what I’m passionate about.” Alicia, Female, URM
“I see very few people of color in academia… I see it as a responsibility. I can do
this, so I should pursue it.” Robert, Male, URM
Gibbs & Griffin, CBE-LSE (2013)

48. “There was a misalignment both in terms of my goals, and I think the goals of
the field and the goals of my department. I want to help society. I want to help
communities that look like me, that have shared experiences that are like mine.
I was receiving training to [identify] basic processes of human behavior. It was
someone else’s job to then take those basic processes and apply them to
social problems. But I want to fix the problems…A misalignment in the reward
structure of academia and the things that I think are important on a more basic
level.” Lara, Low Interest, Female, URM
Trent began his Ph.D. training “completely excited” about basic research but
grew frustrated at the length of time needed to translate “basic research to any
practical end result…. I am choosing a career in science policy…[because] it’s
an expression of science that engages directly into the public realm.” Trent,
Low Interest, Male, Well Represented
Gibbs & Griffin, CBE-LSE (2013)

49. ¡ Men: Academic job market,
grant funding, postdoctoral pay
¡ Women: Life balance, climate
“I would have thought twice or even
three times about leaving academia
had the prospect for [postdoc salary]
been something like $50,000-55,000.”
Steve, Low Interest, Male, URM
“The seeming lack of control you
have over your career options as an
academic scientist. In terms of,
whether not you get grants, or
whether or not you publish,
especially in this climate where the
science funding has stalled or gone
down in most cases over the last ten
years …You have no control…and
that really turns me off.”
Will, Low Interest, Male, URM
“I want to have a family and to be
able to see my children grow up, not
just get home when they are in bed.”
Mandy, Low Interest, Female, Well-
Represented
“My interaction with [graduate school
colleagues] is the thing that deterred
me from…seeking a career in an
academic environment. I felt that I
could hold my own with them…but if I
stepped back from it, I was like, there's
no reason for me to work really hard to
have these people be my peers. That's
not what I am excited to do.” Deborah,
Low Interest, Female, URM
Gibbs & Griffin, CBE-LSE (2013)

50. ¡ General trend away from faculty
careers (esp. at research-intensive
universities) and toward non-research
careers
¡ Career trends intensified in women
from URM backgrounds
¡ Disparate interest patterns at Ph.D.
completion by social identity when
accounting for starting interest,
productivity, advisor investment, and
self-efficacy

51. ¡ Retention, persistence, and degree attainment are
not the same as career choice & workforce
development
§ Individual skills, mentoring, and degrees are necessary but not
sufficient for career attainment
§ “Pipeline” metaphor hinders efforts at inclusive excellence
¡ Approach broadening participation in the workforce
explicitly but not separately
§ Think intersectionally
¡ Non-biased selection processes
§ Ginther et. al., Science 2011; Moss-Racusin et al, PNAS
2012; Ceci & Williams, PNAS 2015; Connelly et al, AERA
2015

52. ¡ Combine student-centered efforts with institutional and
systemic transformation
§ Reward/evaluation structures & environments—department, institution,
funding agency
§ Attractive and accessible to scientists from a wide variety of backgrounds?
¡ Points of Intervention
§ Career development: early (undergraduate and graduate training) and
often
§ Connect student learning activities and faculty work with student values
§ Self-efficacy
§ University climate: URM women; life-balance
§ Funding and APT: stability/predictability, transparency
¡ Systems approach

53. Gibbs et al, PLOS ONE (2014)

54. ¡ Kimberly Griffin, Ph.D., Associate Professor of Education,
University of Maryland
§ John McGready, Ph.D., Associate Scientist (Biostatistics), Johns
Hopkins Bloomberg School of Public Health
§ Graduate Students: Jessica Bennett, Tykeia Robinson, Candice
Staples, Shelvia English
¡ Cancer Prevention Fellowship Program
§ Dave Nelson, Director
§ Kara Hall, Preceptor
¡ Support
§ Project: Burroughs Wellcome Fund (Carr Thompson)
¡ AAAS EHR
§ Yolanda George
¡ NSF HRD
§ Muriel Poston, Sylvia James, Jessie DeAro

55. Peer-Reviewed
¡ Gibbs KD Jr., Griffin K.A. “What Do I Want to Be With My Ph.D.? The Roles of
Personal Values and Structural Dynamics in Shaping the Career Interests of Recent
Biomedical Science Ph.D. Graduates.” CBE Life Sciences Education. 2013 Winter;
12(1): 711-23
¡ Griffin KA, Gibbs KD Jr., et al, “Respect me for my science’: A Bourdieuan analysis of
women scientists’ interactions with faculty and socialization into science.” In Press at
Journal of Women and Minorities in Science and Engineering
¡ Gibbs KD Jr et al, “Biomedical Ph.D. Career Interest Patterns by Race/Ethnicity &
Gender.” PLOS ONE (Dec 2014)
¡ Gibbs KD Jr, Griffin KA. “Career Development Among American Biomedical Postdocs,”
In Press at CBE Life Sciences Education (December 2015)
Popular Press
¡ Benderly B. “What is the Purpose of a Scientific Career?” Science Careers (March
2015)
¡ Gibbs KD Jr, “Diversity in STEM: What It Is and Why It Matters” and “Beyond the
Pipeline: Reframing Science’s Diversity Challenge.” Scientific American (Voices Blog,
2014)
Contact: kgibbsjr@gmail.com; kenneth.gibbs@nih.gov
@KennyGibbsPhD; @STEMPhDCareers

56. Opportunities for promoting inclusion and
persistence in STEM through networked
communities
Giovanna Guerrero-Medina, Ph.D.
Executive Director, Ciencia Puerto Rico
Director, Yale Ciencia Initiative
giovanna.guerrero-medina@yale.edu
@Sefini
#SACNAS2015
Washington, DC, October 30th 2015

57. Outline
• Themes – Highlights from research
findings
• Needs – Problems we have not yet
succesfully addressed
• Solutions - The value of networked
communities

58. Research: The beginning, not
the end
• Research skills,self-efficacy and performance are the
beginning but not the end in the making of a scientist.
• Whether trainees perceive themselves as scientists and
part of the science community is important

59. Intersectionality
• Social identity can be parsed in multiple ways
• Differences in career preferences, values, and
experiences between social identities and among
them
• No one size fits all solutions

60. Pipeline vs. Estuary
• Multiple contexts affect multiple outcomes
• Many career opportunities but:
- Early lack of focus/awareness
- Later, confusion about options

61. • Tension between personal values and perceived
culture & expectations of academic research
• Social impact is often passively or actively
discouraged
Perceived & Experienced
Environment

62. • Unique experiences for women and URM
• Often, feelings of isolation
Perceived & Experienced
Environment
Double Jeopardy? Gender Bias Against Women of Color in Science

63. • URM institutional programs are often succesful at
developing self-efficacy and scientific identity
- Curriculum
- Research experiences
- Mentoring
- Scientific conferences & presentations
Institutional Interventions
• More difficult to:
- Sustain effect on scientific integration across training stages
- Control or mitigate environment and URM experiences
- Counter isolation
- Provide guidance & support for all career outcomes

64. URM Role Models, Advisors & Peers
If Visible, Relatable & Accessible:
• Mitigate isolation
• Help others visualize themselves
in their place
• Promote knowledge of diverse
pathways and careers
• Can address the uniqueness of
URM experiences in STEM
• Practical & moral Support
• Expand the network of support
and information that is critical for
career advancement

65. How can we improve access to
URM role models if they are
underrepresented in STEM?

66. The value of networked
communities

67. Ciencia Puerto Rico
• >7,000 students, STEM
professionals and
educators with interest
in science & Puerto Rico
• To support science
outreach, education &
career collaborations
• >185 academic
institutions, 49 states and
>50 countries
• >100 scientific disciplines
• Bilingual educational,
training, and career
development resources
Principal & largest Puerto Rican science network
Guerrero-Medina, et. al. (2013). PLoS Biology (28)

68. More than a Network
Guerrero-Medina, et. al. (2013). PLoS Biology (28)
We leverage the network to:
1. Increase visibility and connection to role
models and professional contacts
2. Inform, mentor and advise scientists at all
stages
3. Develop culturally-relevant educational &
training resources
Underrepresentation ≠ Invisibility/Lack of
Agency

69. - Science Literacy
- Science A.tudes
& Scien3st
Percep3ons
Science
Communica3on
Ac3vi3es
AREAS OF NEED
AUDIENCE
CIENCIAPR
INITIATIVES
General Public
- Prepara3on for
STEM careers
- Prepara3on for
STEM Grad
Training
Undergraduate
YaleCiencia NIH IPERT
- Naviga3ng doctoral
training pathways
and career
transi3ons
Graduate &
Professionals
The Voice of
Experience – STEM
Careers
- Science Learning
- Interest in STEM
careers
K-12
STEM Ed.
Resources
Connecting scientists, students & the
public to support diversity in science
Student Symposia & Events
Outreach Girls in STEM

70. Information & Networking
• Platform connects to peers,
potential mentors, advisors, or
colleagues

71. Information & Networking
• Platform connects to peers,
potential mentors, advisors, or
colleagues
• Biennial academic &
professional development
workshop highlighting
members’ experiences

72. Information & Networking
• Platform connects to peers,
potential mentors, advisors, or
colleagues
• Biennial academic &
professional development
workshop highlighting
members’ experiences
• Blog on women in science

73. Information & Networking
• Platform connects to peers,
potential mentors, advisors, or
colleagues
• Biennial academic &
professional development
workshop highlighting
members’ experiences
• Blog on women in science
• Videochats with peers &
scientists for a variety of
careers and milestones

74. Outreach for Agency &
Professional Development
Offering training and giving opportunity for
community service and outreach
#SciComm #SemillasTriunfo

75. • >230 science articles for general public,
>240 podcasts with radio play, and 1 book
of essays for general public, all crowd-
sourced by scientists
• Stories emphasize role models & cultural
relevance
Science Communication
• 1.4 million
readers!

76. Innovative Program to Enhance
Research Training
Connecting PhD students with
CienciaPR network for:
• Role model & peer discussions
• Develop skills in career exploration &
direction through IDP
• Professional development trainings
- Science communication
- Science teaching
- Proactive mentoring &
networking
• Science outreach to exert scientific
identity & provide social impact
• Research on factors that promote
career self-efficacy & professional
expectations
1R25GM114000
40 students commence 1-yr
training January 2016
FOR MORE INFORMATION AND TO
APPLY:
www.cienciapr.org/yca

77. Addressing the Challenges
• Isolation à Network
• Socio-cognitive stress à Role models, Peer
support, Mentoring
• Career clarity & expansion of “traditional
career perceptions” à IDP, role models
• Disengagement à Outreach

78. Ciencia Puerto Rico Team
Giovanna Guerrero Medina
CienciaPR/Yale University
Mónica I. Feliú Mójer
CienciaPR/iBiology
Daniel A. Colón Ramos
Yale University
Wilson González Espada
Morehead State University
Greetchen Díaz Muñoz
PR Science Trust
Marcos López Casillas
Fund. Cardiovasc. Colombia
Yaihara For3s San3ago
NYAS
Samuel Díaz Muñoz
UC-Davis
Jacqueline Flores
UPR-MSC
Francis González
Indep. Consultant
Paola Gius3
UNC-Chapel Hill
Reyna Mar^nez De Luna
SUNY-Upstate
Uldaeliz Trujillo
UPR-Rio Piedras
Elvin Estrada
Ponce Health Sci. Univ.
Enrique Vargas
UPR-Mayagüez
Edwin Rosado
Harvard
Almarely Berríos
UPR-Cayey
Mariella Mestre
UPR-RP
Jennifer Mar^nez
CienciaPR Intern
Cris3an Delgado
CienciaPR Intern/UPR-RP