Browsing by Author "Gibau, Gina Sanchez"

Now showing 1 - 10 of 15
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    Cape Verdean diasporic identity formation
    (2008) Gibau, Gina Sanchez
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    Considering Student Voices: Examining the Experiences of Underrepresented Students in Intervention Programs
    (CBE, 2015) Gibau, Gina Sanchez; Department of Anthropology, School of Liberal Arts
    Qualitative studies that examine the experiences of underrepresented minority students in science, technology, engineering, and mathematics fields are comparatively few. This study explores the self-reported experiences of underrepresented graduate students in the biomedical sciences of a large, midwestern, urban university. Document analysis of interview transcripts from program evaluations capture firsthand accounts of student experiences and reveal the need for a critical examination of current intervention programs designed to reverse the trend of underrepresentation in the biomedical sciences. Findings point to themes aligned around the benefits and challenges of program components, issues of social adjustment, the utility of supportive relationships, and environmental impacts.
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    Disrupting the Status Quo: Forging a Path to Promotion that Explicitly Recognizes and Values Faculty Work Focused on Diversity, Equity, and Inclusion
    (2022-10-24) Gibau, Gina Sanchez; Applegate, Rachel; Ferguson, Margaret R.; Johnson, Kathy E.
    This article focuses on the importance of creating new pathways to promotion and tenure that explicitly recognize and reward excellence related to diversity, equity, and inclusion (DEI). We explain the approach we have taken at Indiana University–Purdue University Indianapolis (IUPUI). Challenges to the status quo related to faculty systems of evaluation are reviewed, as well as the urgency afforded by the interconnectedness of a global pandemic, an economic recession, and a national reckoning with respect to race that could accelerate reforms in higher education. We reflect upon eight critical lessons learned when implementing a new pathway to promotion that recognizes integrated excellence in DEI activities. We hope the lessons we learned will inspire other institutions to lead similar transformational change efforts aimed at disrupting systems that historically have created inequities in the retention and advancement of faculty from marginalized groups.
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    Diversifying biomedical training: A synergistic intervention
    (2010) Gibau, Gina Sanchez; Foertsch, Julie; Blum, Janice; Brutkiewicz, Randy; Queener, Sherry; Roman, Ann; Rhodes, Simon; Sturek, Michael; Wilkes, David; Broxmeyer, Hal
    For over three decades, the scientific community has expressed concern over the paucity of African American, Latino and Native American researchers in the biomedical training pipeline. Concern has been expressed regarding what is forecasted as a shortage of these underrepresented minority (URM) scientists given the demographic shifts occurring worldwide and particularly in the United States. Increased access to graduate education has made a positive contribution in addressing this disparity. This article describes the multiple pathway approaches that have been employed by a school of medicine at an urban Midwest research institution to increase the number of URM students enrolled in, and graduating from, doctoral programs within basic science departments, through the combination of R25 grants and other grant programs funded by the National Institutes of Health (NIH). This article outlines the process of implementing a strong synergistic approach to the training of URM students through linkages between the NIH-funded "Bridges to the Doctorate (BRIDGES)" and "Initiative for Maximizing Graduate Student Diversity (IMGSD)" programs. The article documents the specific gains witnessed by this particular institution and identifies key components of the interventions that may prove useful for institutions seeking to increment the biomedical pipeline with scientists from diverse backgrounds.
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    Faculty perceptions of multicultural teaching in a large urban university
    (2012-06) Bigatti, Silvia M.; Gibau, Gina Sanchez; Boys, Stephanie; Grove, Kathy; Ashburn-Nardo, Leslie; Khaja, Khadija; Springer, Jennifer Thorington
    As college graduates face an increasingly globalized world, it is imperative to consider issues of multicultural instruction in higher education. This study presents qualitative and quantitative findings from a survey of faculty at a large, urban, midwestern university regarding perceptions of multicultural teaching. Faculty were asked how they define multicultural teaching, how they engage in multicultural teaching, what they perceive to be the benefits of multicultural teaching, and what barriers to implementing multicultural teaching they experience. Results indicate faculty members most frequently define multicultural teaching as using diverse teaching pedagogies and materials. In line with their definitions, faculty also report engaging in multicultural teaching through use of inclusive course materials. Faculty identified positive learning outcomes for all students as a primary benefit to engaging in multicultural teaching. The primary barrier reported by faculty is an anticipated resistance from students. Variations in responses based on academic discipline and rank of faculty member are discussed.
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    Keeping the Light Burning Bright: A Collaborative Approach Toward Mentoring Excellence
    (UNM Mentoring Institute, 2022-12) Gibau, Gina Sanchez; Reed Hughes, Katrenia; Thomas, Steven; Ferme, Valerio; McCauliff, Kristen; Ward, Etta; Bracken, Cheryl; Office of Academic Affairs
    The Midwest Experiences in Mentoring Excellence (MEME) is a multi-institutional effort to improve mentoring experiences for science, technology, engineering, and mathematics (STEM) faculty who identify as women and are from historically marginalized groups in higher education. The objective is to initiate systemic change in mentoring through four main activities: mentor training, mentor-mentee matching, mentoring circles, and resource development. Participating regional institutions include IUPUI, Ball State University, Cleveland State University, University of Cincinnati, Iowa State University, and Michigan State University. To date, 91 faculty have participated in 1-2 MEME activities since Spring 2021. We used internal program-wide surveys each semester, periodic post-event surveys, and collected demographic information on participants including race, gender, academic rank, tenure status, years in academia, and early academic career exposure. We also used external instruments such as the Intercultural Development Inventory and post-event surveys administered by the Center for the Improvement of Mentored Experiences in Research for mentor training participants. Combined, our MEME activities have fostered cross-institutional connections among participants and program administrators. We have also amassed a suite of STEM mentorship resources on our website--https://www.aspirememe.org. MEME demonstrates the power of collaboration to foster cross-institutional diverse communities of mentorship. Developing a regional network is necessary to address disparities in STEM mentoring and build support networks among minoritized STEM faculty who often are “the only ones” in their departments. Equally important is fortifying the training of non-minoritized faculty mentors to ensure the success and advancement of minoritized faculty, so that they may thrive, and their lights burn brightly.
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    Making an Integrative Case for Diversity, Equity, and Inclusion in Promotion and Tenure
    (2021-08-12) Applegate, Rachel; Gibau, Gina Sanchez
    A description of how Indiana University Purdue University Indianapolis created a diversity, equity, and inclusion promotion and tenure case type for tenure-track faculty.
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    Making the Invisible Visible: DEI Pathways to Promotion and Tenure
    (2023-06-13) Sotto-Santiago, Sylk; Gibau, Gina Sanchez; Conwell, Walter; Soto-Greene, Maria
    Promotion and tenure criteria must reward DEI and health equity work. Doing so credits service largely provided by historically minoritized faculty and faculty committed to public scholarship and community-engagement. In 2021, Indiana University-Purdue University Indianapolis’ faculty senate overwhelmingly approved a new path to promotion centered on DEI, legitimizing DEI as a discipline and in service to communities and the institution. Similar work is underway at Rutgers/New Jersey Medical School and other institutions. Our goal is to present a session that offers key data, but most importantly faculty case-studies as examples of ways that DEI has been integrated by faculty seeking promotion and tenure, as well as examples of faculty submitting dossiers through this DEI-centered pathway. We will also offer examples of DEI-centered criteria and evidence supporting areas of excellence. Lastly, we will discuss the institutional process for proposing, engaging, approving, and implementing this major policy. Participants can expect a rich conversation with examples, as well as materials to either launch conversations at their own institutions or incorporating DEI into their dossiers for promotion and/or tenure.
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    Midwest Experiences in Mentoring Excellence: An Aspire Alliance Program
    (2022-07) Gibau, Gina Sanchez
    PowerPoint presentation from IChange Network Meeting.