Mentoring Early-Career Investigators of HIV/STI Health Disparities Research: A Study Examining the CAPS Visiting Professors Program
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| Title: | Mentoring Early-Career Investigators of HIV/STI Health Disparities Research: A Study Examining the CAPS Visiting Professors Program |
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| Language: | English |
| Authors: | Sonya Arreola, Mark Padilla, Emily A. Arnold, Dale Danley (ORCID |
| Source: | Health Education & Behavior. 2025 52(2):207-218. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Institute of Mental Health (NIMH) (DHHS/NIH) National Institute on Drug Abuse (NIDA) (DHHS/PHS) |
| Contract Number: | R25MH067127 R25DA028567 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Mentors, Acquired Immunodeficiency Syndrome (AIDS), Sexually Transmitted Diseases, Scientific Research, College Faculty, Capacity Building, Minority Groups, Prevention, State Universities, Faculty Development, Pilot Projects, Minority Group Teachers, Proposal Writing, Grants, Best Practices, Teacher Attitudes, Social Capital, Human Capital, Trust (Psychology), Interdisciplinary Approach, Networks, Program Effectiveness, Social Differences, Collegiality, Summer Programs, Epidemiology, Health Education, Ethnic Groups |
| Geographic Terms: | California (San Francisco) |
| DOI: | 10.1177/10901981241294245 |
| ISSN: | 1090-1981 1552-6127 |
| Abstract: | Background: To build research capacity for early-career faculty conducting HIV/STI research with minoritized communities and to enhance diversity in the scientific workforce, the University of California, San Francisco (UCSF) Center for AIDS Prevention (CAPS) conducts a training program for visiting professors (VPs), begun in 1996. VPs are in residence at CAPS for three summers, complete a pilot research project, and prepare National Institutes of Health (NIH) grant proposals. Best practices and key elements for successfully training scholars of color, and others who work with minoritized communities, are identified. Methods: This paper draws on qualitative interviews with 31 VPs and 10 program mentors (VPMs) who participated in the program between 1996 and 2016. All VPs were also invited to participate in an anonymous survey to assess potential differences between study participants and non-participants. Interviews took place between September 2017 and March 2018 and were audio-recorded, transcribed, and thematically coded. Results: VPs and VPMs described key elements relevant to both human and social capital that contributed to Program success. Paramount among these were the importance of establishing trusting mentorship relationships; sustained collegial engagement over time; and fostering a training environment based on multidisciplinarity, skills-building, scholarly networking, and peer reviews. Conclusions: Participant voices from this objectively successful training program provide directions for future initiatives to support scholars of color and those working with minoritized groups. An indispensable value of such programs is to intentionally foster trusted scholarly communities to counterbalance systemic inequities in the academy. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1466841 |
| Database: | ERIC |
| Abstract: | Background: To build research capacity for early-career faculty conducting HIV/STI research with minoritized communities and to enhance diversity in the scientific workforce, the University of California, San Francisco (UCSF) Center for AIDS Prevention (CAPS) conducts a training program for visiting professors (VPs), begun in 1996. VPs are in residence at CAPS for three summers, complete a pilot research project, and prepare National Institutes of Health (NIH) grant proposals. Best practices and key elements for successfully training scholars of color, and others who work with minoritized communities, are identified. Methods: This paper draws on qualitative interviews with 31 VPs and 10 program mentors (VPMs) who participated in the program between 1996 and 2016. All VPs were also invited to participate in an anonymous survey to assess potential differences between study participants and non-participants. Interviews took place between September 2017 and March 2018 and were audio-recorded, transcribed, and thematically coded. Results: VPs and VPMs described key elements relevant to both human and social capital that contributed to Program success. Paramount among these were the importance of establishing trusting mentorship relationships; sustained collegial engagement over time; and fostering a training environment based on multidisciplinarity, skills-building, scholarly networking, and peer reviews. Conclusions: Participant voices from this objectively successful training program provide directions for future initiatives to support scholars of color and those working with minoritized groups. An indispensable value of such programs is to intentionally foster trusted scholarly communities to counterbalance systemic inequities in the academy. |
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| ISSN: | 1090-1981 1552-6127 |
| DOI: | 10.1177/10901981241294245 |
