This research was supported by 1 R01 GM075292 National Institute for General Medical Sciences/National Institute of Health; Effectiveness of TEACH Research (PI Meltzer).
Design of an Intervention to Promote Entry of Minority Youth into Clinical Research Careers by Aligning Ambition: The TEACH (Training Early Achievers for Careers in Health) Research Program
Article first published online: 13 SEP 2011
© 2011 The Society for the Psychological Study of Social Issues
Journal of Social Issues
Volume 67, Issue 3, pages 580–598, September 2011
How to Cite
Arora, V., Schneider, B., Thal, R. and Meltzer, D. (2011), Design of an Intervention to Promote Entry of Minority Youth into Clinical Research Careers by Aligning Ambition: The TEACH (Training Early Achievers for Careers in Health) Research Program. Journal of Social Issues, 67: 580–598. doi: 10.1111/j.1540-4560.2011.01715.x
- Issue published online: 13 SEP 2011
- Article first published online: 13 SEP 2011
The theory of aligned ambition posits that adolescents’ career aspirations are shaped by both contextual and attitudinal factors. Minority students are less likely to exhibit career-specific knowledge, realistic attitudes, and successful behaviors, which could exacerbate racial disparities in the health care workforce. This article describes the theoretical grounding and preliminary implementation of an intervention designed to promote aligned ambition from an early stage of career development. The Training Early Achievers for Careers in Health Research Program provides exposure to realistic career experiences and multitiered mentorship, with the goal of cultivating aligned ambition toward clinical research careers among minority high school students. We discuss program operations in detail and consider whether this method can be used nationally to promote entry of minority youth into clinical research careers.