Critical race theory as a bridge in science training: the California State University, Northridge BUILD PODER program
Abstract Background and purpose Unconscious bias and explicit forms of discrimination continue to pervade academic institutions. Multicultural and diversity training activities have not been sufficient in making structural and social changes leading to equity, therefore, a new form of critical consc...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2017-12-01
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| Series: | BMC Proceedings |
| Online Access: | http://link.springer.com/article/10.1186/s12919-017-0089-2 |
| _version_ | 1818021460533313536 |
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| author | Carrie L. Saetermoe Gabriela Chavira Crist S. Khachikian David Boyns Beverly Cabello |
| author_facet | Carrie L. Saetermoe Gabriela Chavira Crist S. Khachikian David Boyns Beverly Cabello |
| author_sort | Carrie L. Saetermoe |
| collection | DOAJ |
| description | Abstract Background and purpose Unconscious bias and explicit forms of discrimination continue to pervade academic institutions. Multicultural and diversity training activities have not been sufficient in making structural and social changes leading to equity, therefore, a new form of critical consciousness is needed to train diverse scientists with new research questions, methods, and perspectives. The purpose of this paper is to describe Building Infrastructure Leading to Diversity (BUILD); Promoting Opportunities for Diversity in Education and Research (PODER), which is an undergraduate biomedical research training program based on transformative framework rooted in Critical Race Theory (CRT). Key highlights By employing a CRT-informed curriculum and training in BUILD PODER, students are empowered not only to gain access but also to thrive in graduate programs and beyond. Poder means “power” or “to be able to” in Spanish. Essentially, we are “building power” using students’ strengths and empowering them as learners. The new curriculum helps students understand institutional policies and practices that may prevent them from persisting in higher education, learn to become their own advocates, and successfully confront social barriers and instances of inequities and discrimination. To challenge these barriers and sustain campus changes in support of students, BUILD PODER works toward changing campus culture and research mentoring relationships. By joining with ongoing university structures such as the state university Graduation Initiative, we include CRT tenets into the campus dialogue and stimulate campus-wide discussions around institutional change. Strong ties with five community college partners also enrich BUILD PODER’s student body and strengthen mentor diversity. Preliminary evaluation data suggest that BUILD PODER’s program has enhanced the racial/ethnic consciousness of the campus community, is effective in encouraging more egalitarian and respectful faculty-student relationships, and is a rigorous program of biomedical research training that supports students as they achieve their goals. Implications Biomedical research programs may benefit from a reanalysis of the fit between current training programs and student strengths. By incorporating the voices of talented youth, drawing upon their native strengths, we will generate a new science that links biomedical research to community health and social justice, generating progress toward health equity through a promising new generation of scholars. |
| first_indexed | 2024-04-14T08:19:13Z |
| format | Article |
| id | doaj.art-49e52dbc406e41698df02e751a180677 |
| institution | Directory Open Access Journal |
| issn | 1753-6561 |
| language | English |
| last_indexed | 2024-04-14T08:19:13Z |
| publishDate | 2017-12-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Proceedings |
| spelling | doaj.art-49e52dbc406e41698df02e751a1806772022-12-22T02:04:17ZengBMCBMC Proceedings1753-65612017-12-0111S12415510.1186/s12919-017-0089-2Critical race theory as a bridge in science training: the California State University, Northridge BUILD PODER programCarrie L. Saetermoe0Gabriela Chavira1Crist S. Khachikian2David Boyns3Beverly Cabello4Department of Psychology, BUILD Co-PIs, CSUNDepartment of Psychology, BUILD Co-PIs, CSUNCSUN Office of Research and Graduate Studies, BUILD Co-PIDepartment of Sociology and the Center for Assessment, Research, and Evaluation (CARE)Department of Educational Psychology and Counseling, Co-Director, Center for Assessment, Research, and Evaluation (CARE)Abstract Background and purpose Unconscious bias and explicit forms of discrimination continue to pervade academic institutions. Multicultural and diversity training activities have not been sufficient in making structural and social changes leading to equity, therefore, a new form of critical consciousness is needed to train diverse scientists with new research questions, methods, and perspectives. The purpose of this paper is to describe Building Infrastructure Leading to Diversity (BUILD); Promoting Opportunities for Diversity in Education and Research (PODER), which is an undergraduate biomedical research training program based on transformative framework rooted in Critical Race Theory (CRT). Key highlights By employing a CRT-informed curriculum and training in BUILD PODER, students are empowered not only to gain access but also to thrive in graduate programs and beyond. Poder means “power” or “to be able to” in Spanish. Essentially, we are “building power” using students’ strengths and empowering them as learners. The new curriculum helps students understand institutional policies and practices that may prevent them from persisting in higher education, learn to become their own advocates, and successfully confront social barriers and instances of inequities and discrimination. To challenge these barriers and sustain campus changes in support of students, BUILD PODER works toward changing campus culture and research mentoring relationships. By joining with ongoing university structures such as the state university Graduation Initiative, we include CRT tenets into the campus dialogue and stimulate campus-wide discussions around institutional change. Strong ties with five community college partners also enrich BUILD PODER’s student body and strengthen mentor diversity. Preliminary evaluation data suggest that BUILD PODER’s program has enhanced the racial/ethnic consciousness of the campus community, is effective in encouraging more egalitarian and respectful faculty-student relationships, and is a rigorous program of biomedical research training that supports students as they achieve their goals. Implications Biomedical research programs may benefit from a reanalysis of the fit between current training programs and student strengths. By incorporating the voices of talented youth, drawing upon their native strengths, we will generate a new science that links biomedical research to community health and social justice, generating progress toward health equity through a promising new generation of scholars.http://link.springer.com/article/10.1186/s12919-017-0089-2 |
| spellingShingle | Carrie L. Saetermoe Gabriela Chavira Crist S. Khachikian David Boyns Beverly Cabello Critical race theory as a bridge in science training: the California State University, Northridge BUILD PODER program BMC Proceedings |
| title | Critical race theory as a bridge in science training: the California State University, Northridge BUILD PODER program |
| title_full | Critical race theory as a bridge in science training: the California State University, Northridge BUILD PODER program |
| title_fullStr | Critical race theory as a bridge in science training: the California State University, Northridge BUILD PODER program |
| title_full_unstemmed | Critical race theory as a bridge in science training: the California State University, Northridge BUILD PODER program |
| title_short | Critical race theory as a bridge in science training: the California State University, Northridge BUILD PODER program |
| title_sort | critical race theory as a bridge in science training the california state university northridge build poder program |
| url | http://link.springer.com/article/10.1186/s12919-017-0089-2 |
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