UC Irvine

This doctoral dissertation addresses the pressing need to rectify disparities within the science educational system and workforce. Despite the numerous initiatives aimed at promoting diversity, structural racism and inequities continue to impede the inclusion and success of individuals from minoritized backgrounds in science. This dissertation centers on the evaluation of the impact of the Irvine Summer Institute in Neuroscience, an intensive residential summer research program, on the student participants and their parents, exploring the role of social capital in this context.

Grounded in ecological systems theory, social cognitive career theory, and social capital theory, this research employs a mixed methods approach, combining quantitative and qualitative surveys with post-program interviews. The findings indicate that program participation significantly influences the knowledge, attitudes, and behaviors of student participants and their parents, and highlights the importance of social capital in fostering positive outcomes. In particular, studies reported here provide evidence for increases in student participants’ confidence in visualizing a career scientist science identity and self-efficacy. Perceived gains were found in thinking and working like a scientist, personal gains related to research work and gains in skills. Participants endorse being more likely to pursue a PhD, seek future research opportunities, apply to a UC campus for graduate school and apply to UCI for graduate school. Parent data suggest that the students’ participation in the program increased parents’ knowledge of the types of things neuroscientists study, knowledge of the path to a PhD and knowledge of the everyday life of a career scientist. Qualitative data enrich our understanding of the impact of the program on student participants and their parents and provide valuable avenues for program improvement.

While quantitative data provide measurable insights, qualitative data enrich our understanding of the student and parent experience. The mixed-methods approach allows for triangulation and integration of results, revealing the interplay among various factors. The data underscore the crucial role of social capital, which grew through structural program components such as shared living spaces, cohort-wide meetings, parental involvement, communication channels ongoing engagement, and mentorship. The study advocates for the consideration of these components in the design of similar programs, as they can facilitate or inhibit social capital growth among stakeholders.The research adopts a holistic perspective, examining microsystem changes in individuals, mesosystem impacts on interpersonal relationships, and hints of ecosystem and macrosystem influences. While progress is evident, structural changes are needed, particularly in establishing systems that recognize and reward faculty and graduate students for their intensive mentorship efforts. The limitations of the study, including sample size constraints, emphasize the need for continued research and external evaluation. Looking forward, exploration of the program’s potential mediating and moderating factors would provide insight into the theory of action for the observed outcomes.

This dissertation sheds light on the impact of the Irvine Summer Institute in Neuroscience and offers potential insights for enhancing such programs and diversifying the neuroscience workforce. The journey continues as we strive to improve the program and contribute to a deeper understanding of its broader implications.