Growing the Pipeline of Diverse HIV Investigators: The Impact of Mentored Research Experiences to Engage Underrepresented Minority Students

Abstract

Structured, mentored research programs for high school and undergraduate students from underrepresented minority (URM) backgrounds are needed to increase the diversity of our nation's biomedical research workforce. In particular, a robust pipeline of investigators from the communities disproportionately affected by the HIV epidemic is needed not only for fairness and equity but for insights and innovations to address persistent racial and ethnic disparities in new infections. We created the Summer HIV/AIDS Research Program (SHARP) at the San Francisco Department of Public Health for URM undergraduates as a 12-week program of hands-on research experience, one-on-one mentoring by a senior HIV investigator, didactic seminars for content and research methods, and networking opportunities. The first four cohorts (2012-2015) of SHARP gained research skills, built confidence in their abilities and self-identified as scientists. In addition, the majority of program alumni is employed in research positions and has been admitted to or is pursuing graduate degree programs in fields related to HIV prevention. While we await empirical studies of specific mentoring strategies at early educational stages, programs that engage faculty who are sensitive to the unique challenges facing diverse students and who draw lessons from established mentoring frameworks can help build an inclusive generation of HIV researchers.

Keywords: Career development; HIV; Mentor; Undergraduate research experience; Underrepresented minority.

Figure 1

Outreach activities, selection process, and program components of the Summer HIV/AIDS Research Program (SHARP) at the San Francisco Department of Public Health. HBCU; Historically Black Colleges and Universities; URM: underrepresented minority

Figure 2

A representation of constructs and processes underlying Social Cognitive Career Theory: Adapted from Lent, Brown and Hackett (31).

Figure 3

Perceived gain in research skills among twenty SHARP Scholars, 1 month post-program completion, 2012–2015. Means scores are provided (1=no gain, 2= little gain, 3= some gain, 4 = considerable gain, 5= great gain).