Mentors Make a Difference: Community College Students' Development in a Biomedical Research Training Program Informed by Critical Race Theory.

Abstract

This study examined the impact of participation in an undergraduate biomedical research training program (BUILD PODER) on community college students' academic, career, and psychosocial development. The program leveraged Critical Race Theory (CRT) as a guiding theoretical framework to empower students as learners and social justice advocates as well as to build a bridge to science through respectful, supportive research mentoring relationships (Saetermoe et al., 2017). In this quasi-experimental design, community college students (M_age = 21.29, SD = 5.02, 78.6% female) who had been in the program for a year (BUILD treatment group, N = 8) reported significantly greater understanding of research, course materials, and satisfactory mentorship compared to community college students in the pre-treatment, comparison group (Pre-BUILD group; N = 18). Qualitative analysis provided further insight into the academic and psychosocial impact of research training and mentoring for community college students interested in health and health equity.