Project Summary
Rural Appalachia is a medically underserved area whose residents experience significant healthcare
disparities. Because of the insular nature of rural Appalachian communities, change from within is
particularly important. Thus, attracting residents from these areas to the biomedical, behavioral, and
clinical research workforce may be essential for reducing the critical health disparities in the region.
However, we cannot assume that increasing science and math-related interest and skills will be sufficient
to attract students from this region to these careers. Nationwide, high school graduates from low-income,
low-minority, rural schools (which describes much of Appalachia) have the lowest college enrollment rate
(44%; National Student Clearinghouse [NCS], 2015), suggesting barriers and supports related to higher
education in general must be addressed in addition to barriers and supports related to science,
technology, engineering, math, and medical science (STEMM) related careers. Our long-range goal in
this effort is to develop efficacious interventions that reduce these contextual barriers and increase
supports for and interest in both post-secondary education in general and STEMM in particular among
Appalachian youth. Our objective is to determine the extent to which such a multifaceted intervention
strategy leads to increased intentions to pursue an undergraduate STEMM degree. Our hypothesis is
that students who experience such interventions will show increases in these important intrapersonal
social-cognitive factors and in their intentions to pursue a postsecondary degree compared to students
not exposed to such interventions. Our specific aims are to 1) Increase science identity, as well as self-
efficacy, outcome expectation beliefs, and interests related to college-going and STEMM; 2) Teach skills
to help students navigate barriers and increase supports for pursuing post-secondary education and
STEMM careers; and 3) Determine the additive effects of multiple program experiences on college-going
and STEMM beliefs. We will use a closely-matched comparison group to compare students who receive
the interventions with those who do not. Achieving these aims will provide concrete tools for schools
across rural Appalachia, and perhaps other rural regions, to use to increase the number of their students
equipped with the skillsets required to join the high-growth biomedical and clinical research industry
workforce.