ArticleEducation sciences2024
Research, Science Identity, and Intent to Pursue a Science Career: A BUILD Intervention Evaluation at CSULB.
Article in Education sciences, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 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
2 citing papers in PubMed.
- Examining the Role of Conference Participation to Enhance Research Self-Efficacy and Science Identity of Undergraduates in a Research Training Program.Applied Human Factors and Ergonomics Conference · 2025Article
- BUILDing pathways to health-related research careers in biomedical and behavioral sciences: a longitudinal evaluation of postbaccalaureate outcomes using a matched comparison group.Frontiers in education · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
Abstract
This paper presents an analysis of survey data to examine the association between participating in one of the National Institute of Health's (NIH) funded Building Infrastructure Leading to Diversity Initiative (BUILD) program and students' intent to pursue a career in science. Data were collected from students at California State University Long Beach (CSULB) to examine the effectiveness of the BUILD Scholars program. Both BUILD Scholars and non-BUILD students were surveyed. Propensity score matching was used to generate the non-BUILD comparison group. Multinomial logistic regression results revealed that students participating in the BUILD intervention were associated with significantly higher intent to pursue a career in science. Results also showed the importance of variables such as science identity and research participation when assessing interest in science careers. These findings have implications for STEM program evaluation and practice in higher education.
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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.