Biology subjects

Azurdia, D. E.

Publications and source records attributed to Azurdia, D. E..

2 recordsLinked to original sources

bioRxiv2024

Distinct patterns of bioscience doctoral publication disparities by gender and race/ethnicity

The ability to address the lack of diversity in the Science, Technology, Engineering and Math workforce depends on inclusive and equitable training of doctoral students to succeed in the profession. An important metric used to assess equitable training in bioscience doctoral programs is the number of publications that result from a students research. The purpose of this study was to investigate whether there are demographic differences in publication rates among all students in a cohort of bioscience Ph.D. programs at the University of California Los Angeles who graduated between 2011 and 2019. Using institutional data and publication database queries, we determined the number of doctoral publications parsed by authorship position, and the timing of the first publication for each student. The resulting dataset was then analyzed for the relationships between publication categories and student gender, race/ethnicity, and citizenship status. We find that female students published significantly fewer total and co-author papers compared to male students, but had the same number of first-author publications. In contrast, students from underrepresented racial/ethnic groups had fewer first-author papers compared to students from well-represented groups, but similar numbers of total and co-author publications. Publication of the first doctoral paper occurred later for female versus male, and underrepresented versus well-represented students. These results provide evidence for distinct patterns of doctoral publication disparities by gender and race/ethnicity, offering insights into a key metric of bioscience student success and informing potential strategies to achieve equitable outcomes in bioscience doctoral education.

scientific communication and education↗

bioRxiv2023

UCLA's Competitive Edge Program Provides an Advantage to STEM Doctoral Students from Historically Excluded and Underrepresented Groups

Universities benefit from recruiting and retaining diverse students, as it leads to more creative and rigorous problem solving. Efforts to improve the diversity, equity, and inclusion of graduate education have historically been focused on recruitment but are now shifting to retaining enrolled students. A low percentage of doctoral students, particularly those from historically underrepresented groups (URGs), complete their PhD within 10 years. To increase support of incoming doctoral students from URGs, UCLA established the Competitive Edge (CE) bridge program. CE provides six weeks of professional development and research training at the start of the PhD program. We surveyed 55+ first-year doctoral students (14 CE students, eight non-CE students from URGs, and 34 well-represented (WR) students) in STEM fields to understand CEs effectiveness. We found that the CE program aided students in four areas that influence graduate student attrition: mentor/mentee relationship, socialization, finances, and preparedness. At the end of their first academic year, CE students reported that the program helped them in multiple areas relating to student success, such as mental wellbeing and sense of belonging. CE students reported a larger mean growth in seven of eight skills needed in graduate school compared to NonCE URG and WR students. Short answer responses revealed that NonCE students wished for more support in areas covered by the CE program, such as managing advising relationships and protecting mental health. Additionally, CE students received significant funding during the program. The CE programs successful model at UCLA can be adapted to improve support for underrepresented doctoral students at other institutions.

scientific communication and education↗