ArticleCBE life sciences education2016
Learning to Thrive: Building Diverse Scientists' Access to Community and Resources through the BRAINS Program.
Article in CBE life sciences education, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 16 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
16 citing papers in PubMed.
- Ten simple rules for faculty members building just and equitable environments in academic science.PLoS computational biology · 2025Article
- A Process Evaluation of a Program to Retain Clinical Scientists with Caregiving Responsibilities.Women's health reports (New Rochelle, N.Y.) · 2025Article
- Examining a Critical Race Theory-Informed Undergraduate Research Experience: Proposing a Conceptual Model of the Benefits of Anti-Racist Programs on Student Development.Innovative higher education · 2024Article
- Mentorship Interventions in Postgraduate Medical and STEM Settings: A Scoping Review.CBE life sciences education · 2024Article
- Article
- Counterspaces as a Site of Network Formation within Academia.Journal of diversity in higher education · 2023Article
- The national institute on drug abuse diversity scholars network: success for a diverse addiction science workforce.Neuropsychopharmacology : official publication of the American College of Neuropsychopharmacology · 2023Article
- Integrative approaches to methods training for early-career scientists: Rationale and process evaluation of the first cohort of the Michigan Integrative Well-Being and Inequality Training Program.Journal of clinical and translational science · 2023Article
- Connecting Counterspaces and Community Cultural Wealth in a Professional Development Program.Race, ethnicity and education · 2023Article
- Expanding the landscape of opportunity: Professional societies support early-career researchers through community programming and peer coaching.Journal of comparative psychology (Washington, D.C. : 1983) · 2021Article
- Article
- Motivation, Belongingness, and Anxiety in Neuroscience Undergraduates: Emphasizing First-Generation College Students.Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience · 2019Article
- Quantitative Indicators of Continued Growth in Undergraduate Neuroscience Education in the US.Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience · 2019Article
- A Discussion of Diversity and Inclusivity at the Institutional Level: The Need for a Strategic Plan.Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience · 2018Article
- Diversity of Graduates from Bachelor's, Master's and Doctoral Degree Neuroscience Programs in the United States.Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience · 2017Article
- Article
Corrections and comments
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Authors and funding
4 authors.
Funding
Abstract
brainsBroadening the Representation of Academic Investigators in NeuroScience is a National Institutes of Health-funded, national program that addresses challenges to the persistence of diverse early-career neuroscientists. In doing so, BRAINS aims to advance diversity in neuroscience by increasing career advancement and retention of post-PhD, early-career neuroscientists from underrepresented groups (URGs). The comprehensive professional development program is structured to catalyze conversations specific to URGs in neuroscience and explicitly addresses factors known to impact persistence such as a weak sense of belonging to the scientific community, isolation and solo status, inequitable access to resources that impact career success, and marginalization from informal networks and mentoring relationships. While we do not yet have data on the long-term impact of the BRAINS program on participants' career trajectory and persistence, we introduce the BRAINS program theory and report early quantitative and qualitative data on shorter-term individual impacts within the realms of career-advancing behaviors and career experiences. These early results suggest promising, positive career productivity, increased self-efficacy, stronger sense of belonging, and new perspectives on navigating careers for BRAINS participants. We finish by discussing recommendations for future professional development programs and research designed to broaden participation in the biomedical and life sciences.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.