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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
Language: English
Authors: Sonya Arreola, Mark Padilla, Emily A. Arnold, Dale Danley (ORCID 0000-0002-6404-3275), Marguerita Lightfoot, William J. Woods, Torsten B. Neilands
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
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  Data: Mentoring Early-Career Investigators of HIV/STI Health Disparities Research: A Study Examining the CAPS Visiting Professors Program
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Sonya+Arreola%22">Sonya Arreola</searchLink><br /><searchLink fieldCode="AR" term="%22Mark+Padilla%22">Mark Padilla</searchLink><br /><searchLink fieldCode="AR" term="%22Emily+A%2E+Arnold%22">Emily A. Arnold</searchLink><br /><searchLink fieldCode="AR" term="%22Dale+Danley%22">Dale Danley</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6404-3275">0000-0002-6404-3275</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marguerita+Lightfoot%22">Marguerita Lightfoot</searchLink><br /><searchLink fieldCode="AR" term="%22William+J%2E+Woods%22">William J. Woods</searchLink><br /><searchLink fieldCode="AR" term="%22Torsten+B%2E+Neilands%22">Torsten B. Neilands</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Health+Education+%26+Behavior%22"><i>Health Education & Behavior</i></searchLink>. 2025 52(2):207-218.
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  Data: 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
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  Data: Y
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  Data: 12
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  Data: 2025
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  Data: National Institute of Mental Health (NIMH) (DHHS/NIH)<br />National Institute on Drug Abuse (NIDA) (DHHS/PHS)
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  Data: R25MH067127<br />R25DA028567
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Acquired+Immunodeficiency+Syndrome+%28AIDS%29%22">Acquired Immunodeficiency Syndrome (AIDS)</searchLink><br /><searchLink fieldCode="DE" term="%22Sexually+Transmitted+Diseases%22">Sexually Transmitted Diseases</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Research%22">Scientific Research</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Capacity+Building%22">Capacity Building</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Groups%22">Minority Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Prevention%22">Prevention</searchLink><br /><searchLink fieldCode="DE" term="%22State+Universities%22">State Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Pilot+Projects%22">Pilot Projects</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Teachers%22">Minority Group Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Proposal+Writing%22">Proposal Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Grants%22">Grants</searchLink><br /><searchLink fieldCode="DE" term="%22Best+Practices%22">Best Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Capital%22">Social Capital</searchLink><br /><searchLink fieldCode="DE" term="%22Human+Capital%22">Human Capital</searchLink><br /><searchLink fieldCode="DE" term="%22Trust+%28Psychology%29%22">Trust (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Networks%22">Networks</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Differences%22">Social Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Collegiality%22">Collegiality</searchLink><br /><searchLink fieldCode="DE" term="%22Summer+Programs%22">Summer Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Epidemiology%22">Epidemiology</searchLink><br /><searchLink fieldCode="DE" term="%22Health+Education%22">Health Education</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnic+Groups%22">Ethnic Groups</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22California+%28San+Francisco%29%22">California (San Francisco)</searchLink>
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  Data: 10.1177/10901981241294245
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1090-1981<br />1552-6127
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: 2025
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        Value: 10.1177/10901981241294245
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      – Text: English
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      – SubjectFull: Acquired Immunodeficiency Syndrome (AIDS)
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      – SubjectFull: State Universities
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      – SubjectFull: California (San Francisco)
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      – TitleFull: Mentoring Early-Career Investigators of HIV/STI Health Disparities Research: A Study Examining the CAPS Visiting Professors Program
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