California State University, Long Beach

  • Colleges & Degrees
  • Academic Calendar
  • International Education
  • Graduate Studies
  • Accreditation
  • Tuition and Fees
  • Parking & Maps
  • Careers with CSULB
  • Alumni Home
  • Alumni Volunteering
  • Alumni Giving

Campus Life

  • Centers & Organizations
  • Commencement
  • Student Life
  • Office of the President
  • Office of the Provost
  • Administration & Finance
  • Student Affairs
  • University Relations & Development
  • Information Technology
  • Beach Shops
  • Campus Directory
  • Enrollment Services
  • Financial Aid
  • Schedule of Classes
  • Student Records
  • 49er Foundation
  • Research Foundation

California State University Long Beach

1250 BELLFLOWER BOULEVARD LONG BEACH, CALIFORNIA 90840 562.985.4111

ABRCMS Travel Award Winner Banner

CSULB BUILD ABRCMS Travel Award Winners

🎉Congratulations to 3 of our CSULB BUILD trainees who received travel awards to attend the Annual Biomedical Research Conference for Minoritized Students (ABRCMS) 2023 meeting in Phoenix, AZ from Nov. 15-18. Kudos to Vanessa Avila Rios, Sophia Manjarrez, and Sofia Uribe, who are all first-time presenters at ABRCMS!✹👏Be sure to stop by and say hi at their poster presentations:

VANESSA AVILA RIOS *, BUILD Fellow

Poster Title: Analyzing ERF54 and ERF53 Interactions in the Bolting-Associated Leaf Senescence Gene Regulatory Network

Poster#: C-026

Poster Session: Poster Session 3 (C): Thursday, Nov. 16 5:15-6:30pm

SOPHIA MANJARREZ  * BUILD Fellow

Poster Title: An Exploratory Study on Cancer Research Effort and its Relation to Cancer Disease Burden in 18 European Countries

Poster #: C-339

SOFIA URIBE * BUILD Scholar

Poster Title: When Bigger is Not Better: The Impact of Social Exclusion, Group Size, and Social Distress on Unfairness Appraisal

Poster #: E-329

Poster Session: Poster Session 5 (E): Friday, Nov. 17 4:00-5:15PM

#ABRCMS2023 

California State University, Long Beach

Florida State University

FSU | College of Health and Human Sciences

Site Navigation

Global navigation.

travel award abrcms

College of Health and Human Sciences

Joseph Watso receives Judge Travel Award for ABRCMS

Published: December 6, 2022 | 8:23 pm

Joseph Watso, Ph.D., assistant professor in the Department of Nutrition and Integrative Physiology, received a Judge Travel Award to attend the 2022 Annual Biomedical Research Conference for Minoritized Scientists (ABRCMS). It is one of the largest professional conferences for underrepresented community college, undergraduate and postbaccalaureate students in science, technology, engineering, and mathematics. It took place in early November in Anaheim, California.

joseph watso headshot

The conference attracts more than 3,900 STEM undergraduate, postbaccalaureate and graduate students as well as postdoctoral scientists.

Watso served as a judge for in-person and virtual poster sessions and provided students with feedback and assisted conference organizers with the award selection process.

“I am excited to encourage these students to continue their STEM training and serve as an informal mentor to help them as they progress,” he added, ahead of the conference.

Log in Register

  • Forgot your password?
  • Forgot your username?

U.S. flag

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

  • Publications
  • Account settings
  • Advanced Search
  • Journal List
  • CBE Life Sci Educ
  • v.15(3); Fall 2016

The Benefits of Attending the Annual Biomedical Research Conference for Minority Students (ABRCMS): The Role of Research Confidence

Bettina j. casad.

† Department of Psychological Sciences, University of Missouri–St. Louis, St. Louis, MO 63121

Amy L. Chang

‡ Education Department, American Society for Microbiology, Washington, DC 20036

Christine M. Pribbenow

§ Wisconsin Center for Education Research, Madison, WI 53706

Associated Data

Students who attended Annual Biomedical Research Conference for Minority Students (ABRCMS) reported many benefits, including greater research self-efficacy, research confidence, sense of belonging in science, and intentions to pursue a research degree in graduate school. Increase in research confidence predicts graduate school plans and intentions for a research career in science.

The Annual Biomedical Research Conference for Minority Students (ABRCMS) is designed to support undergraduate students’ professional development as future scientists. Juniors, seniors, and postbaccalaureates who attended ABRCMS during 2008–2011 were emailed a link to an online questionnaire in which they reported their experiences at the conference. Attendees reported many ABRCMS-provided benefits. Frequency of attending or presenting at ABRCMS is positively related to science self-efficacy, research confidence, sense of belonging in science, and intentions to pursue a research degree in graduate school. Increased research confidence predicts graduate school plans and intentions for a research career in science; however, men were slightly more likely to intend to pursue a research career than women, likely due to higher research confidence. Although all attendees benefited from ABRCMS, underrepresented minority (URM) students had higher science self-efficacy and sense of belonging in science after attending ABRCMS than non-URM students. This finding demonstrates the effectiveness of ABRCMS as an intervention to increase the representation and success of URMs in science. Results highlight the importance of attending a minority-oriented research conference where URMs can develop their science self-efficacy, research confidence, and sense of belonging in science. However, changes to the conference and undergraduate research experiences may be necessary to reduce gender gaps.

INTRODUCTION

National attention is directed at broadening the participation of diverse groups in the life sciences educational pipeline and research career paths. Despite the increasing numbers of racial/ethnic minorities who complete baccalaureate degrees in the life sciences, their representation among National Institutes of Health (NIH) R01 grant recipients ( Wadman, 2012 ) and tenure-track research faculty remains small ( National Center for Educational Statistics, 2014 ). For example, in 2010, only 1% of NIH principal investigators were black and 4% were Hispanic, whereas 16% were Asian and 71% were Caucasian ( Wadman, 2012 ). Both the NIH and the National Science Foundation (NSF) have dedicated federal funds to study the causes of underrepresentation of women and racial/ethnic minorities in the life sciences and for interventions that address these disparities ( NIH, 2015 ; NSF, 2015 ).

A widely used theoretical framework to investigate the underrepresentation of racial/ethnic minorities in the life sciences is social cognitive career theory (SCCT; Lent et al. , 1994 , 2000 , 2005 , 2008 ). SCCT describes the role of cognitive person variables (e.g., self-efficacy, expected outcomes) in predicting career and academic interests and plans. SCCT further considers how these cognitive person variables interact with other characteristics of the person (e.g., gender, race) and with aspects of the cultural environment (e.g., supports and barriers) to predict academic and career intentions. Although we do not test SCCT in the present investigation, this work guided our selection of variables of interest. We focused on psychological factors known to predict degree persistence and career trajectories in the sciences, including science self-efficacy, research confidence, and sense of belonging in science.

Research informed by SCCT has been used to develop effective interventions to increase the numbers of racial/ethnic minorities who pursue science careers (e.g., Luzzo et al. , 1999 ; Byars-Winston et al. , 2011 ; Maton et al. , 2012 ; Thakore et al. , 2014 ). Much has been written about the benefits of one type of intervention—undergraduate research experiences—as a way to engage students early in science, technology, engineering, and mathematics (STEM) fields ( Kardash, 2000 ; Lopatto, 2004 ; Russell et al. , 2007 ). For example, we know that students who have meaningful and engaging research experiences ( Lopatto, 2003 ) are more likely to persist in their major ( Chang et al. , 2011 ) and pursue a career or graduate education in their discipline ( Lopatto, 2004 ; Russell et al. , 2007 ). Many studies document the psychological mechanisms for these gains, including increased science self-efficacy ( Berkes, 2007 ; Chemers et al. , 2001 , 2011 ), research confidence ( Seymour et al. , 2004 ), and strengthened sense of belonging in science ( Estrada et al. , 2011 ). Science self-efficacy is the extent to which individuals believe they have the capabilities to become scientists. Research self-confidence, a similar construct to self-efficacy, is specific to individuals’ confidence in their ability to learn and apply specific research skills, such as analyzing data, rather than their overall ability to become scientists. Students can have high research confidence in their ability to analyze data and present at conferences but may still doubt their ability to become a scientist. Finally, sense of belonging is an individual’s feeling of connection and engagement in the scientific community.

Although much prior research has investigated the impact of undergraduate research experiences on degree and career plans, an understudied aspect in this literature is the benefits of attending and presenting research at professional conferences. The current project investigates the benefits of attending or presenting research at the Annual Biomedical Research Conference for Minority Students (ABRCMS). Of particular interest is how attending or presenting at ABRCMS relates to psychological factors known to predict degree persistence and career trajectories in the sciences, including science self-efficacy, research confidence, and sense of belonging in science.

The Annual Biomedical Research Conference for Minority Students

ABRCMS is managed by the American Society for Microbiology (ASM) and is funded by a T36 grant from the National Institute of General Medical Sciences (NIGMS) Division of Training, Workforce Development, and Diversity. ABRCMS began in 2000 and has become one of the largest professional conferences focused on the scientific training of underrepresented students in STEM disciplines. In 2015, the conference hosted 4080 attendees, including 2089 undergraduates and postbaccalaureates; 443 graduate students and postdoctoral scientists; and 1548 faculty, program directors, and administrators ( ASM, 2015 ). ABRCMS provides a forum for underrepresented minority (URM) students to present their independent research and to learn more about education, training, and career opportunities in STEM. The conference spans 4 days, during which nearly 1700 undergraduate students representing 12 STEM disciplines present their research as posters or oral presentations. The presentations are judged, and the top presenters are given awards during the closing banquet.

Conference Activities.

A unique feature of ABRCMS is that students experience the conference as a cohort and engage in developmentally appropriate activities focused on exposure and training in scientific research and preparation for advancement in science. That is, students do not simply attend ABRCMS to present a poster or talk; instead, they are engaged with a community of scientists and practice “thinking like a scientist.” For example, students attend webinars before the conference to learn how to write good abstracts, develop clear and organized posters, and present in a logical and persuasive manner. On the first day of the conference, all students must attend an orientation that is conducted in two sessions, one for sophomores and juniors and one for seniors and postbaccalaureates. In the orientation, students learn how to read the conference program, review posters, develop thoughtful questions, identify a purpose and plan for networking with prospective research advisers or graduate school administrators, and in general become acclimated to the scientific community.

The conference includes concurrent professional development sessions targeted at undergraduates and postbaccalaureates on topics such as transitioning from 2- to 4-year colleges, writing a personal statement, applying to graduate school, choosing a PhD program or taking the MD–PhD path, graduate student life, presentation techniques, networking, getting published, research funding programs, and career outlook in STEM. The conference includes plenary sessions for all attendees on current and important topics in cancer biology, neurobiology, genetics and developmental biology, microbiology and public health, and computational and physical sciences, for example. Additionally ABRCMS offers topics on social issues such as research ethics, unconscious bias, and mentoring. About 70% of ABRCMS content comes from student presentations in poster and oral sessions organized by discipline and by academic level so that sophomores, juniors, and seniors present in sessions separate from postbaccalaureate and graduate students.

In addition to the scientific aspects of the conference, there is an exhibition hall (350 booths in 2015) where research scientists, graduate students and postdoctoral fellows, and staff and advisors from universities and programs recruit student attendees for summer research (e.g., NSF-funded Research Experiences for Undergraduates sites) and graduate programs. There is no employment recruitment. All exhibitors attend an orientation to learn about the community of students, their needs, and what questions they might ask exhibitors. Each exhibit is staffed by a team of scientists, advisors, staff, and graduate students. The scientists and advisors for research programs discuss research opportunities with students; graduate students who previously attended ABCRMS as an undergraduate frequently return as exhibitors, serving as representatives of the institutions’ graduate programs. This arrangement allows early-career graduate students to network and mentor undergraduates and other early-career graduate students seeking information about unique research opportunities and training programs.

Role Models, Community, and Mentoring.

The plenary speakers are chosen because they are notable scientists in their discipline and excellent science communicators. This exposes student attendees to leaders in the scientific community, many of who are women (≥40%) and racial/ethnic minorities (≥73%). Further, all attendees have meals together, allowing for informal conversations, thus deepening students’ understanding about scientific topics, the nature of science, and science research careers. Equally important is deepening understanding among the research scientists and graduate faculty about student interest and motivation in science and communicating science to a publicly engaged audience in science. The ABRCMS community highly values the sit-down meals with students and uses this time to foster a sense of community and responsibility among attendees to promote diversity in science.

The conference also provides many opportunities for formal and informal mentoring among student peers and between graduate students and undergraduates. All first-time attendees are matched with a peer mentor who is either a graduate student or postbaccalaureate fellow and has previously attended ABRCMS. All peer mentors attend a training session before meeting their protégés.

Poster and Travel Awards.

ABRCMS invests much time and funding into providing scientific judging for all student poster and oral presentations in order to provide students with developmental feedback and award the top presenters. In 2015, there were 492 principal investigators and postdoctoral scientists who served as judges. Only scientists who indicate they dedicate at least 50% of their time to research are invited to serve as judges. Judges attend a training session the first morning of the conference. Lead judges are selected within each discipline, and judges discuss sample cases to establish reliability on scoring award criteria. All posters and oral presentations are judged on a scale from 1 (poor) to 5 (excellent) on the following dimensions: 1) hypothesis/objective/problem statement; 2) method; 3) results; 4) conclusion/discussion; 5) overall presentation and ability to answer questions; and 6) poster/PowerPoint quality, organization, and clarity. For poster sessions, all judges talk with each presenter, complete a score sheet, and provide immediate oral feedback to the presenter. For oral presentation sessions, the judges lead a postsession discussion to talk with the group of presenters and provide group feedback. Each student has the opportunity to win one presentation award. In addition, students can receive travel awards by submitting an essay on their career goals along with their abstract submission.

Given the scope, size, and reach of the conference, attending and presenting research at ABRCMS can be an intervention to increase the representation of women and racial/ethnic minority students in the life sciences and all STEM disciplines. The ABRCMS conference itself meets the conditions and the frameworks proposed to increase persistence in STEM. Graham and colleagues (2013) , for example, suggested three components of programs that “inspire” STEM students—early research experiences, active learning in courses, and membership in STEM learning communities. With its emphasis on both undergraduate research experiences and the immersion of students in the 4-day STEM learning community, ABRCMS provides the core opportunities to both “identify as a scientist” and “learn science” ( Graham et al. , 2013 , p. 1455). ABRCMS is also a “scientific community” that serves as an “agent of social influence” by allowing students to see their roles as scientists (identity) and to espouse their values as scientists (research and dissemination; Estrada et al. , 2011 ). These frameworks identify, at their core, various psychological constructs that improve student persistence—self-efficacy (the confidence and belief in ones’ abilities) and motivation (the willingness to engage; Dweck, 1986 ; Bandura, 1989 , 1997 ). As previously mentioned, there is a large body of literature documenting the positive effects of participating in undergraduate research (i.e., likelihood of pursuing graduate school, increased science self-efficacy, research confidence, and sense of belonging in science), but what role does attending and presenting research at an undergraduate conference targeted at URM students in STEM play in contributing to these effects?

Student Benefits of Attending and Presenting at Undergraduate Research Conferences

A common feature of undergraduate research training experiences and programs is to present one’s research in an oral or poster presentation ( Lopatto, 2007 ). For example, summer training programs often culminate in a symposium for trainees to present their projects. When the quality of work is substantial, faculty advisors may encourage trainees to present their research at regional or national professional conferences. ABRCMS provides a professional forum in which undergraduates and postbaccalaureates can present their work in a supportive environment.

A unique feature of ABRCMS is that it is geared toward racial/ethnic minority students who are underrepresented in the sciences (URMs), a group that includes blacks/African Americans, Hispanics/Latino/as, Native Americans/American Indians, Alaska Natives, and Pacific Islanders. In 2015, among the 2086 undergraduate and postbaccalaureate attendees (51% of attendees), 61% were women; 36% were men; 42% were black/African American; 35% were Hispanic or Latino/a; 6% were Caucasian; 6% were Asian American; 2% were Native American, Pacific Islander, or Alaska Natives; 9% did not report their race/ethnicity; and 3% reported their gender as “other” or did not report their gender. The representation of black/African-American and Hispanic/Latino/a students at ABRCMS is higher than that at many college campuses, particularly predominantly white universities. Indeed, a major benefit of attending a minority-focused conference is that students encounter scientists from similar cultural and ethnic backgrounds, with students reporting interacting with “scientists who ‘look like me.’” A study conducted by researchers collaborating with the Society for the Advancement of Chicanos/Hispanics and Native Americans in Science found that minority students who had more research experience (i.e., presenting at conferences) and greater involvement in the science community (i.e., networking with other students) had stronger identities as scientists ( Chemers et al. , 2011 ). Many URMs report a sense of pride in seeing so many minority scientists who “look like me” ( Chemers et al. , 2011 ).

A study with student attendees at the American Chemical Society (ACS) conference in 2007 or 2008 was conducted. In contrast to ABRCMS, this conference is primarily targeted to professional researchers (e.g., PhDs), but as at most professional conferences, a proportion of attendees and presenters are undergraduate and graduate students (∼37% at ACS; ACS, 2016 ). The researcher found the main motivation for attending the conference was to present a poster, followed by having fun, listing the conference on their résumé, and meeting prospective graduate advisors ( Mabrouk, 2009 ). There was an interesting difference among URMs and non-URMs in that non-URMs were more likely to report the motive to have fun, whereas URMs were more likely to report attending to develop their presentation skills, see what it is like to be a scientist, and develop their self-confidence. While this study seems to be the first published educational study to investigate students’ motivations for attending a research conference and the types of activities they engaged in, it has limitations. The sample was predominantly Caucasian, representing only 7% black/African American and 4% Hispanic/Latino/a students. Through single-item measures, the survey assessed perceived changes in intentions to pursue graduate study and careers in science. One question asked participants to report the greatest benefit of attending the conference, with options including technical information and developing self-confidence, but these items were not assessed independently. Clearly more research is needed to investigate the specific role that conference attendance and presentations play in the undergraduate research experience and pathway to a scientific career. The present study contributes to this growing body of literature.

Evaluation Questions

An evaluation study was designed to assess the effects of ABRCMS on its participants using the overarching evaluation questions of “What are former ABRCMS attendees currently doing?” and “How did ABRCMS make a difference in their educational and professional lives?” More specifically, this study examined the evaluation data to answer the following questions: 1) What are the benefits of a) attending, b) presenting at, and c) receiving awards at ABRCMS? 2) Does a) attending, b) presenting at, and c) receiving awards at ABRCMS predict greater intentions to attend graduate school and pursue a research career? 3) Which of the benefits of attending ABRCMS predict intentions to pursue a research degree in graduate school and intentions to pursue a research career? 4) Does the frequency of attending ABRCMS or the number of times presenting research at ABRCMS moderate relationships between benefits and intentions to pursue graduate school and a research career? 5) Are the relationships between benefits, attendance, awards, and presenting at ABRCMS similar across race/ethnicity and gender groups?

Sampling and Response Rate

Approximately 3566 conference attendees, each of whom attended one or more of the annual conferences from 2008 to 2011, were sent a questionnaire electronically. Only those who indicated they were a junior, senior, or postbaccalaureate on their ABRCMS registration form received the invitation and a link to the questionnaire. The students were sent the initial invitation to participate on July 23, 2013 (via their email address used for conference registration), and an email reminder was sent on August 9, 2013.

At the close of the survey, 533 participants completed the survey, with a final response rate of 15%. Response rates varied by year of conference attendance, gender, and race/ethnicity (see Table 1 ). Attendees from 2008 represented 21% ( n = 746) of the invited population, with 91 participating, reflecting 17% of the final sample; 22% ( n = 782) of the invited population attended in 2009, and 98 participated, reflecting 18% of the final sample; 26% ( n = 944) of the invited population attended in 2010, and 143 participated, reflecting 27% of the final sample; and 31% ( n = 1094) of the invited population attended in 2011, and 200 participated, reflecting 38% of the final sample. Thus, students who attended ABRCMS more recently (e.g., 2010, 2011) were more likely to participate, representing 65% of the sample. Women made up 64% of the invited population but constituted 68% of the sample; thus, women were slightly more likely to participate than men. Black/African-American students made up 55% of the invited population but represented only 48% of respondents, whereas students from Asian-American, Hispanic/Latina/o, and Caucasian backgrounds were overrepresented in the respondent sample (see Table 1 ). The reasons for race/ethnicity and gender differences in response rates are unknown. We believe the overall low response rate (15%) is due in part to the use of old email addresses (ones from students’ former institutions) and the retrospective nature of the survey. As mentioned previously, recent participants were more likely to complete the survey than those who attended ABRCMS three or more years ago.

Survey response rates by year of attendance, gender, and race/ethnicity

Participants

The demographics of the survey respondents were compared with those of all registrants across the years 2008–2011. These data suggest the respondents are generally representative of all participants (see Table 1 ). It should be noted that 61 (11%) respondents did not report their gender or race/ethnicity and are excluded from analyses of gender and race/ethnicity.

The majority of the 12 discipline categories were represented in proportion to conference registrants. Disciplines that had equal representation in the sample and conference registration included: molecular biological sciences/cell biology, microbiology, neuroscience, and developmental biology/genetics. Disciplines with over- and underrepresentation reflecting ±5% included: cancer biology (+5%), immunology (+3%), engineering/mathematics/physics (+2%), social/behavioral sciences/public health (+2%), biochemistry (−1%), cell biology (−1%), chemical sciences (−2%), and physiology (−2%). The majority of students presenting posters during the 2008–2011 period were seniors (47%), followed by juniors (29%), with postbaccalaureate and graduate students constituting 12% of presenters. Participants were also asked to indicate their current educational level or occupational status. The majority of respondents were in graduate or professional school (65.6%).

Besides requesting demographic information, the survey also asked participants questions about the following areas: general participation (frequency of attendance, presentations, and awards), education and career choices (major, retention in STEM, science self-efficacy, postbaccalaureate plans), mentoring (number of contacts, mentors, advisors, and continued relationships), current situation (enrolled in graduate school, degree and graduation date and plans, and/or employment information), professional activities and scholarship (research experiences, publications, presentations, professional society membership), and impact of attending ABRCMS (positive and negative, and effects on educational and professional choices). The majority of the items were developed for this particular study and were designed to address the previously identified evaluation questions. Some of the items—especially those related to students’ feelings of science self-efficacy, research confidence, and their sense of belonging in science—were based on previous research about STEM persistence ( Lent et al. , 1994 ; Kardash, 2000 ; Lopatto, 2004 ; Seymour et al. , 2004 ; Pfund et al. , 2006 ; Byars-Winston et al. , 2010 ). Two of the survey questions in particular (questions 6 and 7; see the Supplemental Material) were created to be consistent with the literature on undergraduate STEM education. They were developed to evaluate students’ experiences at ABRCMS and the consequences of attending. Although they were based on the literature about STEM retention, the items themselves were adapted to assess students’ perceptions about how they were affected by attendance at ABRCMS.

ABRCMS Participation.

Items in the questionnaire assessed students’ frequency of attending and presenting at ABRCMS. Frequency was a sum of the responses to “Which of the following ABRCMS meetings did you attend as an undergraduate student (please check all that apply)?,” with the options of 2007–2013, and participants could write in other years, including 2005 and 2006. Frequency of presenting was assessed by the item “How many times did you present a poster or an oral presentation at ABRCMS as an undergraduate student?,” with the options of “never,” “once,” “twice,” “three times,” “four or more times.” Participants were able to write in a different frequency if necessary. These responses were converted to a scale of 0–4. The final question assessed how many awards the students received: “If you presented a poster or an oral presentation at ABRCMS as an undergraduate student, how many awards did you receive?” The awards included both presentation and travel awards, since they are both competitive and based on merit. Response options were “none,” “one,” and “two.” Participants were able to write in a different amount if necessary. This item was scored on a scale of 0–2.

Undergraduate Research Experience.

We assessed undergraduate research experience with the item “How many research experiences did you have as an undergraduate student? (One semester or one summer program counts as 1.)” Participants typed in their response in the open-ended dialogue box. This variable is used as a control in analyses when feasible.

Psychological Variables.

The psychological variables of interest included science self-efficacy, research confidence, and sense of belonging in science. Science self-efficacy was assessed by two items rated on a scale of 1 (strongly disagree) to 5 (strongly agree). The items included “I felt more motivated to be a scientist because of attending” and “I felt more capable of being a scientist because of attending.” The items were highly correlated, r (507) = 0.802, p = 0.001, and averaged. Research confidence was assessed by five items rated on a scale of 1 (decreased a lot) to 5 (increased a lot). Items began with “For each statement, please indicate how your level of confidence changed, if at all, because of attending ABRCMS. My confidence level …” Sample items included “Make important contributions to a research team” and “Present a research talk or poster.” The scale was internally consistent (α = 0.821), and items were averaged. Finally, sense of belonging was assessed by three items rated on a scale of 1 (strongly disagree) to 5 (strongly agree). Sample items included “I felt part of the scientific community” and “I felt like I ‘fit in’ at the conference.” The items had internal consistency (α = 0.819) and were averaged.

Outcome Variables.

Four outcome variables included presenting at future conferences, publications after ABRCMS, intentions to pursue graduate school, and intentions to pursue a career in science. Presenting at future conferences was assessed by the question “How many poster and/or oral presentations have you conducted since attending ABRCMS?” Response options included 0–5 and “other,” allowing participants to write in an alternative amount. Publication activity was assessed by the question “How many research articles have you published since attending ABRCMS?” Response options include 0–5 and “other,” allowing participants to write in an alternative amount. Intentions to pursue graduate school were assessed by two questions. Participants were asked “How did your career goals change, if at all, because of attending ABRCMS (please check all that apply)?” Options included “I decided to pursue: a master’s degree, a doctoral degree, an MD/PhD, a professional degree in the sciences (veterinary, pharmacy, medical).” Participants who selected any one of these options were categorized with a “Yes” response for plans to attend graduate school. Several respondents chose “My career goals stayed the same” for this question (59.2%). To determine these respondents’ graduate school intentions, we used their responses to a previous question assessing their confidence in their ability to “Pursue a graduate degree in science” and “Complete a graduate degree in science.” Respondents who marked a slight or large increase in their confidence were categorized with a “Yes” response for plans to attend graduate school. Intention to pursue a career in science was assessed by the item “What do you plan to do after graduating with this degree?” Participants who selected a response that indicated a science career, including faculty member, research scientist, science but not education, science education, and industry were coded as “Yes” for career intentions in science.

Data Analysis Procedures

Descriptive statistics and chi-squared analyses were computed to examine trends by gender and race/ethnicity in attendance, presenting, and awards. Bivariate correlations (Pearson’s r ) were computed to examine the relationships between 1) attending, 2) presenting, and 3) frequency of earning awards at ABRCMS and several positive outcomes including science self-efficacy, research confidence, sense of belonging in science, publications, and presenting at future conferences. Multiple linear regression was used to assess the strength of the predictors (attendance, presenting, awards) as a group to determine the extent to which each predictor accounts for unique variance in the positive outcomes. Logistic regression analyses were computed to test attending, presenting, and frequency of earning awards as individual and collective predictors of students’ intentions to pursue graduate school and research careers (binary Yes/No variables). Tests of the simple slopes for interactions are computed at 1 SD below the mean (lower), at the mean (average), and 1 SD above the mean (above) using Hayes’ (2013) PROCESS model macro in SPSS. Where appropriate, effect sizes ( R 2 , partial eta-squared, and Cohen’s d ) are reported along with 95% confidence intervals.

All analyses, except the zero-order correlations, were computed controlling for prior undergraduate research experience in order to isolate the benefits of attending, presenting, and earning awards at ABRCMS above and beyond the benefits of participating in undergraduate research. In addition, to determine whether the benefits of attending, presenting, and earning awards at ABRCMS were present only for students for whom the conference was a formative experience, we conducted all analyses for the entire sample and separately for students who only attended ABRCMS and no other conferences (ABRCMS was their formative experience).

Benefits of ABRCMS

The frequency of attending ABRCMS is presented in Table 2 . The majority of attendees, regardless of gender or race/ethnicity, were first-time attendees. Although there were no gender differences in the number of ABRCMS conferences attended, URMs were likely to attend more ABRCMS conferences (M = 1.54, SD = 0.726) than non-URMs (M = 1.20, SD = 0.401), t (468) = 3.21, p = 0.001, d = 0.30, mean difference = 0.349, 95% CI [0.135, 0.563]. Frequency of attending ABRCMS is marginally related to science self-efficacy, r (508) = 0.086, p = 0.052, such that more frequent attendance was related to higher science self-efficacy (see Table 3 ). Frequency of attendance was related to research confidence, r (475) = 0.104, p = 0.024, indicating that students with higher frequency of attendance reported higher research self-confidence.

Frequency of attendance, presentations, and awards by gender and race/ethnicity

Benefits of attending, presenting at, and receiving an award at ABRCMS

Outcome variables include science self-efficacy (Self-efficacy), research confidence (Confidence), sense of belonging in science (Belonging), number of publications (Publications), and frequency of presenting at conferences after ABRCMS (Future conference). The formative experience data reflect analyses restricted to participants whose sole conference experience is ABRCMS. NA = not applicable.

Frequency of attending ABRCMS was also related to sense of belonging, r (509) = 0.102, p = 0.021, such that students with more frequent attendance had greater sense of belonging in science. Frequency of attending was also related to frequency of presenting research at a future conference, r (434) = 0.10, p = 0.038, indicating that the more students attend ABRCMS the more frequently they present research at other conferences. Although not significant, the relationship between frequency of attending ABRCMS and number of publications was positive (see Table 3 ). The same relationships were found among the formative experience sample, though the correlations were higher for research confidence and sense of belonging (see Table 2 ).

Logistic regression indicated that frequency of attending ABRCMS significantly predicted students’ intentions to pursue a research degree in graduate school, after controlling for undergraduate research experience, χ 2 (1, n = 524) = 15.19, p = 0.001, B = 0.485, R 2 = 0.042, exp(B) = 1.625, 95% CI [1.263, 2.09]. The more frequently students attended ABRCMS, the greater their intention to pursue a research degree in graduate school.

Frequency of attending ABRCMS did not predict intentions to pursue a research career. The same results were found for the formative experience sample, for both intentions to pursue a research degree in graduate school, χ 2 (1, n = 322) = 7.44, p = 0.006, B = 0.442, R 2 = 0.031, exp(B) = 1.556, 95% CI [1.125, 2.153], and intentions to pursue a research career (not significant).

Presenting.

The frequency of presenting at ABRCMS is presented in Table 2 . The majority of attendees, regardless of gender or race/ethnicity, were first-time presenters. Although there were no gender differences in the frequency of presenting, URMs had marginally greater frequency of presenting (M = 1.33, SD = 0.754) than non-URMs (M = 1.11, SD = 0.438), t (465) = 1.91, p = 0.057, d = 0.177, mean difference = 0.218, 95% CI [0.007, 0.443]. Frequency of presenting at ABRCMS was not significantly related to science self-efficacy or sense of belonging in science (see Table 3 ). However, frequency of presenting was significantly related to research self-confidence, r (472) = 0.159, p = 0.001, such that greater frequency of presenting was related to higher research self-confidence. Frequency of presenting was also positively related to frequency of presenting at a future conference other than ABRCMS, r (431) = 0.121, p = 0.012, indicating that more frequently presenting at ABRCMS was related to more frequently presenting at other conferences. Although not significant, the relationship between frequency of presenting at ABRCMS and number of publications was positive (see Table 3 ). The same relationships were found among the formative experience sample, though the correlation was higher for research confidence (see Table 3 ).

Logistic regression indicated that frequency of presenting at ABRCMS significantly predicted students’ intentions to pursue a research degree in graduate school, χ 2 (1, n = 521) = 13.01, p = 0.001, B = 0.431, R 2 = 0.036, exp(B) = 1.5386, 95% CI [1.21, 1.955]. The more frequently students presented their research at ABRCMS, the greater their intention to pursue a research degree in graduate school. Frequency of presenting at ABRCMS did not predict intentions to pursue a research career. However, frequency of presenting research at future conferences did predict intentions to pursue a research career, χ 2 (1, n = 89) = 13.70, p = 0.001, B = 0.575, R 2 = 0.328, exp(B) = 1.78, 95% CI [1.279, 2.469], such that greater frequency of presenting predicted greater intentions to pursue a research career. The same result was found for the formative experience sample for intentions to pursue a research degree in graduate school, χ 2 (1, n = 319) = 9.755, p = 0.002, B = 0.485, R 2 = 0.041, exp(B) = 1.624, 95% CI [1.187, 2.222].

Earning Awards.

Among the 475 participants who presented research, 28% won at least one award (see Table 2 ). The majority of attendees, regardless of gender or race/ethnicity, have never received awards. Although there were no race/ethnicity differences in the number of awards received at ABRCMS, there was a gender difference favoring males (M = 0.441, SD = 0.568; females: M = 0.256, SD = 0.475), t (423) = 3.51, p = 0.001, d = 0.341, mean difference = 0.185, 95% CI [0.082, 0.289]. Number of awards received is positively related to science self-efficacy, r (430) = 0.112, p = 0.016, such that the more frequently students won awards, the higher their science self-efficacy. There also was a positive relationship between earning awards and research confidence, r (430) = 0.207, p = 0.001; number of publications, r (417) = 0.113, p = 0.021; and frequency of attending future conferences, r (394) = 0.133, p = 0.008. There was a marginally positive relationship between frequency of awards and sense of belonging in science, r (457) = 0.089, p = 0.058. The only significant relationship for the formative sample was research confidence, r (242) = 0.175, p = 0.006. The lack of correlations for this subsample is likely because these students were less likely to receive awards than students who have presented at multiple conferences, t (473) = 1.96, p = 0.05.

Logistic regression indicated that frequency of earning awards at ABRCMS marginally predicted students’ intentions to pursue a research degree in graduate school, χ 2 (1, n = 470) = 2.93, p = 0.087, B = 0.316, R 2 = 0.011, exp(B) = 1.37, 95% CI [0.953, 1.976]. Although the result is not statistically significant, the direction of the relationship is as predicted (positive); namely, the more frequently students earned awards at ABRCMS, the greater their intention to pursue a research degree in graduate school. Earning an award at ABRCMS did not predict intentions to pursue a research career. There were no significant relationships between earning awards and intentions to pursue graduate education or careers in research among the formative experience sample, again because very few had won awards.

Comparison.

All three predictors—attending, presenting at, and earning awards at ABRCMS—are significantly related to students’ intentions to earn a research degree in graduate school. A logistic regression in which all three variables were entered as predictors indicated that attending (B = 0.371, p = 0.04, exp(B) = 1.23, 95% CI [0.843, 1.81]), was the only significant predictor of graduate school intentions, χ 2 (4, n = 468) = 19.89, p = 0.001, R 2 = 0.055 (presenting: B = 0.210, p = 0.279; award: B = 0.253, p = 0.185). Among the formative experience sample, the model with all three predictors was significant; however, the best predictor of graduate school intentions was frequency of presenting research, and the relationship was marginal, χ 2 (4, n = 281) = 12.99, p = 0.011, R 2 = 0.061, B = 0.425, p = 0.104, exp(B) = 1.53, 95% CI [0.916, 2.56]. The models predicting intentions to pursue a science career were not significant for either the full sample or the formative experience sample.

Psychological Predictors and Moderators of Intentions to Pursue Graduate School and a Research Career

Of the three psychological outcomes (science self-efficacy, research confidence, sense of belonging), research confidence gained from attending ABRCMS was the strongest predictor of graduate school plans, B = 0.425, p = 0.009, exp(B) = 1.53, 95% CI [1.11, 2.11], followed by science self-efficacy, B = 0.366, p = 0.024, exp(B) = 1.44, 95% CI [1.05, 1.98], χ 2 (4, n = 472) = 32.37, p = 0.001, R 2 = 0.089. Specifically, greater research confidence and science self-efficacy each predicted greater intentions to pursue graduate school in STEM. Sense of belonging was not a significant predictor (B = 0.038, p = 0.847). Only research confidence predicted intentions to pursue a research career, χ 2 (4, n = 98) = 22.99, p = 0.001, B = 1.14, R 2 = 0.28, exp(B) = 3.13, 95% CI [1.256, 7.815], such that greater confidence predicted greater intentions. The same relationships for graduate school intentions were found for the formative experience sample (research confidence: B = 0.457, p = 0.027, exp(B) = 1.58, 95% CI [1.05, 2.37]; science self-efficacy: B = 0.476, p = 0.033, exp(B) = 1.61, 95% CI [1.04, 2.49]; sense of belonging: B = −0.099, p = 0.709, χ 2 (4, n = 271) = 20.94, p = 0.001, R 2 = 0.099). Similar to the full sample analysis, research confidence was the only predictor of intentions to pursue a research career among the formative experience sample (research confidence: B = 2.26, p = 0.008, exp(B) = 9.61, 95% CI [1.81, 51.01], χ 2 (4, n = 50) = 18.41, p = 0.001, R 2 = 0.411).

The relationship between research confidence and intentions to pursue graduate school is moderated by frequency of attending ABRCMS, χ 2 (4, n = 473) = 42.73, p = 0.001, R 2 = 0.115. In the interaction model, the direct relationship of research confidence with intentions was significant (B = 0.676, p = 0.001, 95% CI [0.373, 0.980]), the direct relationship of frequency of attending was significant (B = 0.547, p = 0.001, 95% CI [0.253, 0.840]), and the interaction was significant (B = 0.582, p = 0.016, 95% CI [0.108, 1.057]). The conditional effect of research confidence on intentions was significant for low conference attendance (b = 0.369, p = 0.025, 95% CI [0.046, 0.691]), average attendance (b = 0.676, p = 0.001, 95% CI [0.1373, 0.980]) and high attendance (b = 1.10, p = 0.001, 95% CI [0.568, 1.625]). Thus, greater research confidence predicted greater intentions to pursue graduate school, and this effect was stronger the more frequently students attended ABRCMS. The interaction was not present for the formative experience sample.

There were no other significant moderating relationships among science self-efficacy, research confidence, and sense of belonging predicting graduate school or science career plans for the full or formative experience sample.

Gender and Racial/Ethnic Differences

Results indicate there are many benefits for all students, regardless of gender and race/ethnicity, for attending, presenting, and receiving awards at ABRCMS. Although the benefits of attending, presenting, and earning awards at ABRCMS seem to benefit all students, there are differences by gender and race/ethnicity. There were no gender or race/ethnicity differences in intentions to pursue graduate school; however, after controlling for undergraduate research experience, men were marginally more likely than women to intend to pursue a research career, model: χ 2 (2, n = 99) = 13.181, p = 0.001, R 2 = 0.167; predictor: B = 0.931, p = 0.074, exp(B) = 2.536, 95% CI [0.915, 7.03]. An examination of this relationship indicated that men had marginally greater research confidence than women, t (468) = 1.84, p = 0.066, d = 0.17, mean difference = 0.135, 95% CI [−0.009, 0.279], and this indicated a marginal moderation of the relationship between gender and research career plans, model: χ 2 (3, n = 98) = 19.07, p = 0.001, R 2 = 0.341; predictor: B = 1.67, p = 0.072, 95% CI [−0.148, 3.48]. The marginal interaction between gender and research confidence on research career intentions was significant for low research confidence (b = −2.28, p = 0.011, 95% CI [−4.01, −0.531]), and average confidence (b = −1.12, p = 0.041, 95% CI [−2.20, −0.047]), but was not significant for high confidence (b = 0.0242, p = 0.976). Thus, when women and men had lower or average research confidence, men were more likely to pursue a research career than women; however, when women and men had high research confidence, there were no gender differences in research career intentions. The interaction was not present for the formative experience sample.

Differences emerged between URM and non-URM students regarding degree of science self-efficacy, research confidence, and sense of belonging, after controlling for extent of research experience. Compared with non-URMs (M = 4.00, SD = 0.955; 95% CI [3.74, 4.25]), URMs had higher science self-efficacy (M = 4.29, SD = 0.874; 95% CI [4.21, 4.38]), F (1, 462) = 4.61, p = 0.032, η p 2 = 0.01. There were no racial/ethnic differences in research confidence. Similar to science self-efficacy, compared with non-URMs (M = 4.04, SD = 0.876; 95% CI [3.83, 4.25]), URMs reported higher sense of belonging (M = 4.31, SD = 0.701; 95% CI [4.24, 4.38]), F (1, 463) = 5.66, p = 0.032, η p 2 = 0.02.

The purpose of this project was to answer several evaluation questions about the possible benefits of attending, presenting, and receiving awards at ABRCMS. Little research has specifically examined attending and presenting research at science conferences as a socializing mechanism to bring URM students into the scientific community, helping them to develop their identities as scientists and to espouse their values as scientists ( Estrada et al. , 2011 ). On the basis of the findings, we argue that merely attending ABRCMS is an intervention that benefits URM STEM students in several ways, including developing greater science self-efficacy, research confidence, sense of belonging in science, and intentions to pursue a research degree in graduate school. This claim is further bolstered by the finding that, after controlling for extent of undergraduate research experience, the positive benefits of ABRCMS persisted. Further, the benefits were not limited to students for whom attending ABRCMS was a formative experience. Students who have attended ABRCMS multiple times along with other conferences also benefited specifically from attending, presenting at, or earning awards at ABRCMS. Presenting and winning awards at ABRCMS showed similar benefits, including publishing research, future conference attendance, and intentions for graduate school and a research career in science. These results highlight the critical role of attending a minority-oriented research conference in which URMs can develop their research confidence and feel like members of the science community.

The quantitative results from this study highlight the critical role of a minority-oriented research conference in which URMs can experience a safe environment to further develop their science self-efficacy, research confidence, and sense of belonging in the community of scientists. The participants’ responses to open-ended comments confirmed that they felt part of a scientific community of practice, and in particular, one where they encounter scientists from similar cultural and ethnic backgrounds. In other words, they described this “community of scientists of color,” and explained how this identification affected their motivation and belief in themselves. It affirmed and reaffirmed their desire to attend graduate school, and encouraged them to continue to pursue science. They noted that this was an essential perspective and one that affected them far beyond the 4 days of the event. As evidence of this, the majority of attendees (64%) reported making at least one lasting contact at the conference.

Theoretical Implications

The results are consistent with predictions from SCCT ( Lent et al. , 1994 , 2000 , 2005 , 2008 ). The cognitive person variables we assessed, including science self-efficacy and research confidence, each predicted academic intentions in STEM. Specifically, greater science self-efficacy and research confidence each predicted greater intentions to pursue graduate school in STEM. Only research confidence predicted intentions to pursue a research career, such that greater confidence predicted greater intentions.

SCCT also posits that cognitive person variables interact with other characteristic of the person, such as gender and race/ethnicity, to predict academic and career plans. Although all students benefited from attending ABRCMS, there were some interesting differences by gender and race/ethnicity. First, the data indicated men had slightly higher research confidence than women, despite having similar frequency of research experiences. This is not surprising and supports findings from existing work on women’s underestimation of ability ( Kardash, 2000 ; Correll 2001 , 2004 ) and tendency to self-stereotype ( Sekaquaptewa, 2011 ). Women’s lower research confidence can occur during both the undergraduate research experience stage and during professional development contexts like presenting at research conferences. This general pattern likely reflects the larger issue of the “chilly climate” for women in STEM ( Hall and Sandler, 1982 , 1984 ; Byars-Winston et al. , 2010 ; Casad et al. , in press, 2016 ). Interventions can be effective in increasing women’s research confidence both through undergraduate research experiences and by presenting at undergraduate research conferences ( Campbell and Skoog, 2004 ). Our study also found that URM students had higher science self-efficacy and sense of belonging than non-URM students. This finding bolsters our claim that ABRCMS serves as an intervention to improve self-efficacy and belonging among URM students in science.

Finally, SCCT states that cognitive person variables interact with aspects of the cultural environment (e.g., supports and barriers) to predict academic and career intentions. Our results show that frequency of attending, presenting, and earning awards at ABRCMS were significantly and positively related to science self-efficacy, research confidence, and sense of belonging, variables that in turn are related to academic and career intentions in STEM. This suggests that involvement in ABRCMS can be considered a cultural environment that provides supports for students in STEM. ABRCMS is a scientific community that serves as an “agent of social influence” by allowing students to identify as scientists, learn science, and espouse their values as scientists ( Estrada et al. , 2011 , p. 1455; Graham et al. , 2013 ).

Training Implications

Results indicate that attending, presenting at, and earning awards at ABRCMS have many benefits for students in STEM. The benefits of involvement in ABRCMS are above and beyond the known benefits of engaging in undergraduate research. The benefits of ABRCMS seem to be particularly important for URM students. Given these benefits, faculty mentors should consider having their URM mentees attend ABRCMS or similar minority research conferences as part of their undergraduate training programs.

Given the slight gender difference regarding research confidence, changes to the conference and the undergraduate research experience more generally are needed to ensure we serve the needs of women in STEM fields and reduce the gender gap in research confidence. Programming could be added to ABRCMS to address the unique needs of women in STEM, particularly URM women in STEM. For example, mentoring workshops specifically tailored for faculty working with URM women could be included. In addition, a panel discussion with women scientists of color addressing the additional barriers in education and STEM careers related to race and gender issues could help women students boost their science identity, research confidence, and sense of belonging via role models ( Dasgupta and Asgari, 2004 ; Stout et al. , 2011 ; Ramsey et al. , 2013 ).

Limitations

Although this research provides a novel contribution to the literature on URMs’ pursuit of STEM education and careers, it is not without limitations. First, the data reflect self-reports, which may inherently reflect positivity biases. However, given the focus on psychological variables (e.g., belonging) and perceived benefits of attending and presenting at ABRCMS, self-report was the most viable way to assess these constructs. Second, the data are correlational and cross-sectional, which limits claims of causality. Future research can take a longitudinal approach, looking at changes over time to strengthen causal claims. Third, the response rate for this study was lower than desired. We attribute the lower response rate to the difficulty of contacting past conference attendees who likely graduated and moved to another university or pursued careers in industry. We relied on ABRCMS registration records to contact attendees. In some cases, program directors batch enrolled students in their programs, which limited our access to individual student attendees’ email addresses. This claim is bolstered by the fact that there were higher response rates among attendees from more recent conferences. Nevertheless, the demographics of the respondents reflect the makeup of ABRCMS attendees, and we therefore believe the responses are representative. Finally, we controlled for undergraduate research experiences in our analyses to isolate the benefits of ABRCMS. However, the measure of research experience was a frequency measure (e.g., number of total semesters or summer programs) and did not assess the quality of these experiences. Indeed fewer high-quality experiences can be more beneficial than more frequent lower-quality experiences. Future research can further assess undergraduate research experience quality and investigate how these benefits are unique to attending ABRCMS or similar undergraduate research conferences.

Lack of diversity affects the field of science in multiple ways. Besides the dearth of scientists and role models for students, the quality and “outputs” of research is affected ( Valantine and Collins, 2015 ). Diversity in teams is associated with enhanced critical thinking, tendency toward open-mindedness, greater intellectual engagement, and higher-quality products than teams with less diversity ( Nemeth, 1995 ; McLeod et al. , 1996 ; Wildes, 2000 ; Herring, 2009 ). Ultimately, less-diverse science teams are problematic for U.S. global competitiveness ( National Academy of Sciences, National Academy of Engineering, and Institute of Medicine, 2010 ). Future research should examine the role of professional research conferences as change agents in increasing the representation of women and racial/ethnic minorities in STEM fields.

Supplementary Material

Acknowledgments.

We are especially grateful to members of the ABRCMS Steering Committee, chaired by Clifford W. Houston, for setting the direction of the conference and connecting students to scientists, and to the members of the ABRCMS Logistics Team, led by Irene W. Hulede, for providing a high-quality professional scientific conference for students. ABRCMS is supported by the NIGMS of the NIH under award number T36GM073777. Any opinions, findings, and conclusions or recommendations expressed in this paper are those of the authors and do not necessarily reflect the views of the NIH.

  • American Society for Chemistry. Registration Statistics. 2016. www.acs.org/content/acs/en/meetings/nationalmeetings/statistics.html (accessed 17 June 2016) [ Google Scholar ]
  • American Society for Microbiology. ABRCMS Statistics. 2015. www.abrcms.org/index.php/abrcms/2014-statistics (accessed 20 December 2015) [ Google Scholar ]
  • Bandura A. Human agency in social cognitive theory. Am Psychol. 1989; 44 :1175–1184. [ PubMed ] [ Google Scholar ]
  • Bandura A. Self-Efficacy: The Exercise of Control. New York: Freeman; 1997. [ Google Scholar ]
  • Berkes E. PhD Thesis. St. Louis, MO: Washington University; 2007. Practicing biology: undergraduate laboratory research, persistence in science, and the impact of self-efficacy beliefs. [ Google Scholar ]
  • Byars-Winston A, Estrada Y, Howard C, Davis D, Zalapa J. Influence of social cognitive and ethnic variables on academic goals of underrepresented students in science and engineering: a multiple-groups analysis. J Couns Psychol. 2010; 57 :205. [ PMC free article ] [ PubMed ] [ Google Scholar ]
  • Byars-Winston A, Gutierrez B, Topp S, Carnes M. Integrating theory and practice to increase scientific workforce diversity: a framework for career development in graduate research training. CBE Life Sci Educ. 2011; 10 :357–367. [ PMC free article ] [ PubMed ] [ Google Scholar ]
  • Campbell A, Skoog G. Preparing undergraduate women for science careers. J Coll Sci Teach. 2004; 33 (5):24–26. [ Google Scholar ]
  • Casad BJ, Ingalls EA, Petzel ZW. Threatening educational environments and women’s success in STEM majors: a comprehensive model. Psychol Women Q. 2016 ( in press ) [ Google Scholar ]
  • Chang MJ, Eagan MK, Lin MH, Hurtado S. Considering the impact of racial stigmas and science identity: persistence among biomedical and behavioral science aspirants. J High Educ. 2011; 82 :564–596. [ PMC free article ] [ PubMed ] [ Google Scholar ]
  • Chemers M, Hu L, Garcia B. Academic self-efficacy and first year college student performance and adjustment. J Educ Psychol. 2001; 93 :55–64. [ Google Scholar ]
  • Chemers MM, Zurbriggen EL, Syed M, Goza BK, Bearman S. The role of efficacy and identity in science career commitment among underrepresented minority students. J Soc Issues. 2011; 67 :469–491. [ Google Scholar ]
  • Correll SJ. Gender and the career choice process: the role of biased self-assessments. Am J Sociol. 2001; 106 :1691–1730. [ Google Scholar ]
  • Correll SJ. Constraints into preferences: gender, status, and emerging career aspirations. Am Sociol Rev. 2004; 69 :93–113. [ Google Scholar ]
  • Dasgupta N, Asgari S. Seeing is believing: exposure to counterstereotypic women leaders and its effect on the malleability of automatic gender stereotyping. J Exp Soc Psychol. 2004; 40 :642–658. [ Google Scholar ]
  • Dweck CS. Motivational processes affecting learning. Am Psychol. 1986; 41 :1040–1048. [ Google Scholar ]
  • Estrada M, Woodcock A, Hernandez PR, Schultz PW. Toward a model of social influence that explains minority student integration into the scientific community. J Educ Psychol. 2011; 103 :206–222. [ PMC free article ] [ PubMed ] [ Google Scholar ]
  • Graham MJ, Frederick J, Byars-Winston A, Hunter AB, Handelsman J. Increasing persistence of college students in STEM. Science. 2013; 341 :1455–1456. [ PMC free article ] [ PubMed ] [ Google Scholar ]
  • Hall RM, Sandler BR. The Classroom Climate: A Chilly One for Women? Washington, DC: Association of American Colleges; 1982. [ Google Scholar ]
  • Hall RM, Sandler BR. Out of the Classroom: A Chilly Campus Climate for Women? Washington, DC: Association of American Colleges; 1984. [ Google Scholar ]
  • Hayes AF. Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression-Based Approach. New York: Guilford; 2013. [ Google Scholar ]
  • Herring C. Does diversity pay? Race, gender, and business case for diversity. Am Sociol Rev. 2009; 74 :208–224. [ Google Scholar ]
  • Kardash CM. Evaluation of an undergraduate research experience: perceptions of undergraduate interns and their faculty mentors. J Educ Psychol. 2000; 92 :191–201. [ Google Scholar ]
  • Lent RW, Brown SD, Hackett G. Toward a unifying social cognitive theory of career and academic interest, choice, and performance. J Vocat Behav. 1994; 45 :79–122. [ Google Scholar ]
  • Lent RW, Brown SD, Hackett G. Contextual supports and barriers to career choice: a social cognitive analysis. J Couns Psychol. 2000; 47 :36–49. [ Google Scholar ]
  • Lent RW, Brown SD, Sheu HB, Schmidt J, Brenner BR, Gloster CS, Treistman D. Social cognitive predictors of academic interests and goals in engineering: utility for women and students at historically black universities. J Couns Psychol. 2005; 52 :84–92. [ Google Scholar ]
  • Lent RW, Hackett G, Brown SD. Social cognitive career theory. In: Leong FTL, Walsh WB, Hartung PJ, editors. Encyclopedia of Counseling, vol. 4: Career Counseling. Thousand Oaks, CA: Sage; 2008. pp. 1627–1630. [ Google Scholar ]
  • Lopatto D. The essential features of undergraduate research. Counc Undergrad Res Q. 2003; 24 :139–142. [ Google Scholar ]
  • Lopatto D. Survey of Undergraduate Experiences (SURE): first findings. Cell Biol Educ. 2004; 3 :270–277. [ PMC free article ] [ PubMed ] [ Google Scholar ]
  • Lopatto D. Undergraduate research experiences support science career decisions and active learning. CBE Life Sci Educ. 2007; 6 :297–306. [ PMC free article ] [ PubMed ] [ Google Scholar ]
  • Luzzo DA, Hasper P, Albert KA, Bibby MA, Martinelli EA., Jr Effects of self-efficacy-enhancing interventions on the math/science self-efficacy and career interests, goals, and actions of career undecided college students. J Couns Psychol. 1999; 46 :233. [ Google Scholar ]
  • Mabrouk PA. Survey study investigating the significance of conference participation to undergraduate research students; J Chem Educ; 2009. pp. 1335–1340. [ Google Scholar ]
  • Maton KI, Pollard SA, McDougall Weise TV, Hrabowski FA. Meyerhoff Scholars Program: a strengths-based, institution-wide approach to increasing diversity in science, technology, engineering, and mathematics. Mt Sinai J Med. 2012; 79 :610–623. [ PMC free article ] [ PubMed ] [ Google Scholar ]
  • McLeod PL, Lobel SA, Cox TH. Ethnic diversity and creativity in small groups. Small Group Res. 1996; 27 :248–264. [ Google Scholar ]
  • National Academy of Sciences, National Academy of Engineering, and Institute of Medicine. Expanding Underrepresented Minority Participation: America’s Science and Technology Talent at the Crossroads. Washington, DC: National Academies Press; 2010. [ Google Scholar ]
  • National Center for Educational Statistics. Digest of Education Statistics. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement; 2014. [ Google Scholar ]
  • National Institutes of Health. Division of Training, Workforce Development, and Diversity. 2015. www.nigms.nih.gov/about/overview/pages/twd.aspx (accessed 20 December 2015) [ Google Scholar ]
  • National Science Foundation. ADVANCE: Increasing the Participation and Advancement of Women in Academic Science and Engineering Careers (ADVANCE) 2015. www.nsf.gov/funding/pgm_summ.jsp?pims_id=5383 (accessed 20 December 2015) [ Google Scholar ]
  • Nemeth JC. Dissent as driving cognition, attitudes, and judgments. Soc Cogn. 1995; 13 :273–291. [ Google Scholar ]
  • Pfund C, Pribbenow CM, Branchaw J, Lauffer SM, Handelsman J. The merits of training mentors. Science. 2006; 311 :473–474. [ PubMed ] [ Google Scholar ]
  • Ramsey LR, Betz DE, Sekaquaptewa D. The effects of an academic environment intervention on science identification among women in STEM. Soc Psychol Educ. 2013; 16 :377–397. [ Google Scholar ]
  • Russell S, Hancock M, McCullough J. Benefits of undergraduate research experiences. Educ Forum. 2007; 316 :548–549. [ PubMed ] [ Google Scholar ]
  • Sekaquaptewa D. Discounting their own success: a case for the role of implicit stereotypic attribution bias in women’s STEM outcomes. Psychol Inq. 2011; 22 :291–295. [ Google Scholar ]
  • Seymour E, Hunter AB, Laursen SL, DeAntoni T. Establishing the benefits of research experiences for undergraduates in the sciences: first findings from a three-year study. Sci Educ. 2004; 88 :493–534. [ Google Scholar ]
  • Stout JG, Dasgupta N, Hunsinger M, McManus MA. STEMing the tide: using ingroup experts to inoculate women’s self-concept in science, technology, engineering, and mathematics (STEM) J Pers Soc Psychol. 2011; 100 :255–270. [ PubMed ] [ Google Scholar ]
  • Thakore BK, Naffziger-Hirsch ME, Richardson JL, Williams SN, McGee R. The academy for future science faculty: randomized controlled trial of theory-driven coaching to shape development and diversity of early-career scientists. BMC Med Educ. 2014; 14 :160. [ PMC free article ] [ PubMed ] [ Google Scholar ]
  • Valantine HA, Collins FS. National Institutes of Health address the science of diversity. Proc Natl Acad Sci USA. 2015; 112 :12240–12242. [ PMC free article ] [ PubMed ] [ Google Scholar ]
  • Wadman M. A workforce out of balance. Nature. 2012; 486 :304. [ PubMed ] [ Google Scholar ]
  • Wildes DJ. Minorities in Higher Education, 1999–2000. Seventeenth Annual Status Report. Washington, DC: American Council on Education; 2000. [ Google Scholar ]

travel award abrcms

THE LATEST NEWS AND UPDATES FROM ABRCMS 2022

20 Years and Counting: ABRCMS Returns to Celebrate Community

The Annual Biomedical Research Conference for Minoritized Scientists (ABRCMS) is celebrating its 20th year by coming back together after 2 years of virtual-only meetings. ABRCMS 2022 will convene Nov. 9-12, in Anaheim, Calif.

To date, ABRCMS has drawn over 76,000 participants, of whom 48,500 are students in the biomedical and behavioral sciences. But from the beginning, ABRCMS has had to prove its staying power. The first conference almost didn’t happen.

travel award abrcms

In 2001, the meeting had a different name: the “MS” in ABRCMS stood for “minority students” and the focus was on just that: undergraduate student-scientists. The inaugural meeting was scheduled for the fall of 2001, and then the events of Sept. 11, 2001, happened. The world held its breath. 

“I remember vividly that this conference was one of the first—and maybe one of the only—conferences that took place after 9/11,” said Irene Hulede, director of education for the American Society for Microbiology and project director of ABRCMS. “The first conference was in October 2001. Most conferences were canceled, but we decided to go on and we had 1,800 participants.” 

The primary goal of that first conference was to provide professional and scientific development opportunities for undergraduate students focused on biomedical sciences and behavioral sciences. 

travel award abrcms

The conference has shifted its focus to include graduate students, faculty and administrators since then and has grown tremendously. More than 5,500 participants attended the last in-person ABRCMS in 2019, and this year’s attendance is expected to exceed that number. Following two years of virtual-only meetings in 2020 and 2021, ABRCMS 2022 also includes a virtual component for those not able to attend in-person.

The conference has had strong leadership since its founding. Avery August, Ph.D., professor of immunology at the Cornell University College of Veterinary Medicine, has been chairperson of ABRCMS for 7 years. He succeeded Clifford Houston, Ph.D., retired microbiology professor of the University of Texas Medical Branch in Galveston, who served as chairperson for the first 15 years. Hulede and Amy Chang, former ASM Education Director, oversaw the conference together until Chang retired 2 years ago and Hulede took the reins.

August is excited about this year’s event; he missed the dynamic interactions among the participants that the meeting always brings. During his years as chairperson, he has watched student scientists grow and succeed.

“Students who have participated in ABRCMS have gone to graduate school and they’ve moved on to the workplace, whether it’s faculty or other scientific careers,” August said. “We’re starting to see those students coming back and saying, ‘Eight years ago I was at ABRCMS and it was really instrumental in where I am now, and I want to help others in the same way.’”

The National Institute of General Medical Sciences of the National Institutes of Health (NIH) has co-sponsored ABRCMS with ASM since the conference’s first year. ASM received its first ABRCMS grant from the NIH in 2000, and it just received the latest round of NIH funding, which will support the conference through 2026.

Hulede plans to strengthen the mentoring component of the meeting in the coming years. She also wants to continue to expand the ABRCMS community by supporting more students through travel awards.

This year, ABRCMS is adding closed captioning and American Sign Language interpretation to all sessions. It’s that inclusivity that has always lived in the hearts of the scientists who attend and benefit from ABRCMS. Hulede and August hope the community that ABRCMS fosters will continue to give opportunities to new generations of students for years to come. 

“I often have students, faculty and administrators ask, why should I go to ABRCMS?” August said. “And I say, it’s the one place I really feel at home as a scientist.”

Register for ABRCMS 2022

It’s not too late to register for the Annual Biomedical Research Conference for Minoritized Scientists (ABRCMS), the go-to conference for underrepresented scientists at various stages of their professional and educational journeys. ABRCMS includes programming for undergraduate students, graduate and postdoctoral scientists, faculty, program directors, administrators and more.

ABRCMS 2022 is being held Nov. 9-12 in Anaheim, Calif. Can’t make it in-person? The meeting features a virtual component so you can still participate in this dynamic event.

  • Share on Twitter Share on Twitter
  • Share on Facebook Share on Facebook
  • Share on LinkedIn Share on LinkedIn

American Society for Microbiology

  • Browse By Content Type

Travel Award

Browse by content type travel award.

A diverse ASM enhances the microbial sciences, increases innovation, strengthens the community and sustains the profession. To help lower barriers of entry that level the playing field, we offer travel awards to several of our meetings and events. Browse the list of travel awards and confirm your eligibility.  

  • Join ASM membership to be eligible for certain awards.
  • Support the Travel Awards Program.

ASM Microbe 2024 Registration Now Open!

Discover asm membership, get published in an asm journal.

TerraCalmℱ - Only $49/Jar - Limited Time

Flat sale only for  today   - special offer save upto $300 + 60 days money back guarantee.

terracalm

Order TODAY And Save Up To $300! Save Over 50%!

This french antifungal mineral mud supports healthy toenails, terracalm is an antifungal mineral clay that may support the health of your toenails. it is for those who struggle with brittle, weak, and discoloured nails. it has a unique blend of natural ingredients that may work to nourish and strengthen your toenails.,        regular price: $99/per jar.

   Only for: $49/per jar

Real TerraCalm Reviews. Real Life-Changing Results.

terracalm-customer-reviews

Verified Purchase

Sarah finally enjoys her life to the fullest... "I was desperate. I was ashamed to take off my shoes in public, and my self-esteem was at an all-time low. But, after just a few uses of this mineral clay mixture, I could finally see the change. I can't thank these guys enough!"

terracalm-official

Tom loves his healthy, pink nails... "I've tried everything under the sun. I tried vinegar soaks, over-the-counter creams, and prescription drugs. I even changed my socks three times a day! Nothing worked. Now my toenails are finally clear and healthy-looking."

terracalm-buy

Jackie has never felt better... "I never thought I'd be singing the praises of a toenail fungus treatment, but here I am! My toenails look better than ever, and I've never felt happier. Plus, my feet smell like a spa!" 

Why Choose TerraCalm?

terracalm-made-in-usa

Made In USA

Our TerraCalm is proudly formulated in the United States of America.

terracalm-fda-approved

FDA Approved

TerraCalm is formulated in a FDA registered facility which adheres to strict FDA regulations.

terracalm-gmp-certified

GMP Certified

Good Manufacturing Practice certified ensure pharmaceutical grade quality.

terracalm-natural-product

100% Natural

We are proud to say that TerraCalm are All Natural, Non-GMO and Gluten-Free.

terracalm-website

What is TerraCalm?

TerraCalm is a dietary supplement in the form of a mineral clay complex designed to fight off fungal infections on foot nails using a clinically researched natural formula. Foot fungus can be a bothersome issue, and it tends to show up on the toenails, affecting the overall well-being of our feet. TerraCalm has introduced a breakthrough fungus prevention remedy that's completely natural and safe. Unlike traditional creams or ointments that often come with unwanted side effects, TerraCalm offers a soothing and effective approach. This dietary supplement not only prevents toenail fungus but also tackles dry skin, odorous feet, and yellow nails. Instead of dealing with sticky serums and lotions, you can enjoy the convenience of a simple, wash-off mask. Just leave it on for about a minute, and you're good to go! TerraCalm's formula is gentle on healthy skin while effectively clearing out the infection in the affected area. So, you can confidently restore your healthy toenails and get your feet ready just in time for sandal season! Say goodbye to brittle nails and frustrating foot fungus problems.

How does TerraCalm work?

TerraCalm is designed to combat toenail fungus infections using jojoba seed oil, honey, vitamin E, shea butter, menthol, tea tree oil, and a blend of other natural ingredients. By applying TerraCalm to your toenails daily, you can purportedly use some of nature’s best antioxidants to fight back against your toenail fungus infection, restoring healthy-looking nails once and for all. The ingredients in TerraCalm work in different ways to protect your body. Some ingredients, like shea butter, help “clear the skin,” according to the manufacturer. Other ingredients, like bearberry extract, have “strong antifungal” properties, making them ideal for people with fungus infections. Meanwhile, ingredients like vitamin E help nail cells regenerate, while manuka honey provides long-term, natural protection for the targeted area. Just apply the natural, easy-to-use, non-GMO formula daily to support your body’s natural defenses against foot fungus.

Order 6 Jars or 3 Jars and Get 2 FREE Bonuses!

terracalm-bonus

Bonus 1 : The “Full Body Cleanse” Clearing Your Body After a Fungal Infection For More Energy & Faster Metabolism

Rrp $79  - yours free.

terracalm-free-bonus

Bonus 2 : Rapid Foot Fungus Recovery The Lazy Protocol For Clear, Bright and Healthy Feet

Rrp $89  - yours free, claim your discounted terracalm below while stocks last.

terracalm-reviews

WARNING: Stock levels of  TerraCalmℱ are limited Accept your reserved pouch above NOW before your discount expires.

TerraCalm Benefits

Terra Calm antifungal mineral clay is a product that may support healthy toenails and may provide numerous benefits. Its various benefits include:

  • May promote strong and resilient nails: By using this product regularly, individuals may notice an improvement in the overall appearance of their toenails. It may include reduced discoloration, brittleness, and thickness. In addition to enhancing the visual aspect, this solution might also help strengthen the nails from within.
  • May have moisturizing properties: Dryness can lead to cracked or split nails, but this Terra Calm toenail fungus remover antifungal mineral clay may help you deal with this issue by providing hydration and nourishment to the nail bed. Furthermore, the product may have antifungal properties that may be beneficial for individuals struggling with fungal infections in their toenails. By applying this product consistently, it may help reduce symptoms associated with such infections.
  • Eliminates Foot Fungus: TerraCalm contains ingredients that are rich in antifungal and anti-inflammatory properties. These ingredients help in killing the bacteria not only on the surface but also from the depth of your skin and nails. The nutrients from TerraCalm attack the fungus at the root level to eliminate it completely.
  • Improves Skin Quality: TerraCalm cream soothes your skin and reduces itchiness and irritation. It resists the spread of the fungus to the surrounding skin with the help of clinically researched ingredients. They act as a superfood for your skin and increase its quality and smoothness to a great extent.
  • Enhances Nail Health: The formula of TerraCalm helps in the regeneration of nail cells by protecting nail keratin. It nourishes your nails to renew their healthy and clear glow. The vitamins found in the formula of TerraCalm help in protecting the nails against breakage and drying. TerraCalm also supplies antioxidants to your nails that help in healing damaged skin and increasing blood flow.

terracalm-moneyback-guarantee

100% Satisfaction 60-Day Money Back Guarantee

Your order today is covered by our iron-clad 60-day 100% money-back guarantee. If you are not impressed with the results, all you need to do is contact us within the first 60 days of your purchase. Send us all the jars, including the empty ones, and we'll still refund your money.

TerraCalm Ingredients

Each box of Terracalm contains the highest quality special and natural ingredients that have been shown in studies to support healthy nails. Every ingredient in the TerraCalm supplement has been extensively tested and has a solid scientific basis. The following list identifies the ingredients that make up the TerraCalm formula.

  • Sweet Almond Oil: Sweet almond oil is rich in nutrients that help protect your skin from environmental aggressors. Its moisturizing qualities help protect your skin against deterioration and aging. Stretch marks, small wrinkles and some skin problems are all treated with TerraCalm extract. Natural sources of fatty acids, vitamins, minerals and antioxidants include almond oil.
  • French Green Clay: To maintain healthy nails naturally, use French green clay. The TerraCalm compound helps a lot in removing all the dead cells from your skin without scratching or rubbing. TerraCalm reviews recommend cleansing your body of all free radicals and detoxifying your skin. Terra Calm natural exfoliator significantly boosts circulation while gently protecting your skin’s epidermis. Your skin will stay soft and hydrated with the addition of TerraCalm.
  • JOBOO OIL: Your skin’s immune system is boosted by jojoba oil. TerraCalm is a natural superfood for your nails. Vitamin E, an important antioxidant for healthy skin, is abundant in TerraCalm extract. Rapid recovery and wound healing are strongly supported by TerraCalm. TerraCalm dramatically reduces the cause of wrinkles and other signs of aging.
  • Lavender Oil: The keratin on your nails is protected by lavender oil, which also strengthens skin and nails. TerraCalm strongly promotes the maintenance of healthy skin and improves blood circulation. Applying TerraCalm extract to your skin can help heal skin inflammation, fine lines, and wrinkles. In the past, TerraCalm extract was widely used to promote hair growth.  
  • Thyme Essential Oil: A very effective antiseptic that moisturizes your nails and nourishes your skin is thyme essential oil. TerraCalm ingredients have a significant antioxidant content, which helps promote digestion, healthy skin and healthy lungs. TerraCalm helps you sleep better and naturally suppresses stressors in your body.

Limited Time Special Pricing - Act Now!

Secure your reserved terracalm while stocks last.

Metanail Serum Pro Limited Time Offer

WARNING: Stock levels of TerraCalmℱ are limited Accept your reserved pouch above NOW before your discount expires.

Frequently Asked Questions

Does terracalm nail health formula really work.

Yes, TerraCalm cream works for every individual showcasing varying times of results. But, the company assures there will be results for all and the customers support this statement.

How long till TerraCalm shows any effect?

TerraCalm supplement takes at least two months to show significant results. You will be seeing pink nails that give out a clean smell.

What is the prescribed TerraCalm dosage?

TerraCalm is prescribed twice a day for 60 days according to the company and the users. But, the longer TerraCalm is used, the better.

Is it Gluten-free?

Yes, the TerraCalm formula is Gluten-free. It is also devoid of any preservatives, a completely plant-based, non-GMO product.

What if it doesn’t work for me?

That’s easy. Remember, this antifungal mineral clay comes with a 100% money-back guarantee. That means you order this antifungal mineral clay today, then have a full 60 days to decide if it's right for you. If you're like the thousands of other men and women who have used this antifungal mineral clay already, then you will be thrilled with the results. Simply call or email our customer service team, and we'll refund your investment. But if for any reason you’re not
 Simply call or email our customer service team, and we'll refund your investment.

“What Happens After I Click The “Buy Now” Button?”

Once you have clicked the “ Buy Now ” button that is right below this text, you will be taken to the secure checkout page. Just enter your information, and you will then be given instant access to the entire  the  TerraCalm  Supplement

terracalm-order-page

How Safe Is My Credit Card Information on Your Website?

Your online privacy is one thing you can be sure we so much prioritize here and thus do not worry about losing any sensitive credentials while making your purchase TerraCalm supplement from us. Besides, you can bank on Clickbank's excellent reputation and vast experience in online transactions to help you in safeguarding your purchase.

TerraCalm 60-Days Money Back Guarantee

TerraCalm Refund Policy:

Customer satisfaction is the top priority of TerraCalm creators. This is why they offer a 60-day money-back guarantee with each package of this product. You can try TerraCalm risk-free for 60 days, and if there are no results, simply ask for your refund. This way, you can rest assured that your hard-earned money is not going anywhere if TerraCalm doesn’t provide relevant results. Email: [email protected]

Don't Wait Any Longer! Order Your Discounted Jar Now!

terra-calm

Regular Price: $99/per bottle

Only for: $49/per bottle

Disclaimer | Terms of Use  | Privacy Policy

© Copyright 2023 -   TerraCalm .  All Rights Reserved.

Image Gallery

Abrcms albums.

  • OPPORTUNITY

CCCC Scholars for the Dream Travel Award

Conference on college composition and communication.

Predicted deadline: Oct 10, 2024

Grant amount: US $1,000

Fields of work: Writing & Literature Teacher Development & Training Minority Services

Applicant type: Individuals

Funding uses: Conference, Research

Location of project: Anywhere in the world

Location of residency: Anywhere in the world

Exclusive to minorities: Yes

The Conference on College Composition and Communication sponsors the Scholars for the Dream Travel Award to encourage scholarship by historically underrepresented groups. This includes Black, Latinx, Asian, American Indian/Alaska Native, Native Hawaiian, or other Pacific Islander scholars, regardless of citizenship status—persons whose presence and whose contributions are central to the full realization of our professional goals.

CCCC offers selected Scholars for the Dream Travel Award winners travel awards of $1,000 each and sponsors a reception for all award winners. Award winners will have the opportunity to work with career mentors who are CCCC members as part of the award.

In the event that the CCCC Annual Convention moves to an online-only event with no in-person component, recipients will receive a complimentary registration for the convention in lieu of any travel funds.

You can learn more about this opportunity by visiting the funder's website .

Eligibility:

  • If you are from an eligible group and an emerging scholar, you are eligible to apply.
  • Ten Scholars for the Dream Travel Awards will be first-time presenters at CCCC.
  • Up to ten additional awardees may be selected from CCCC members whose proposals have been accepted to the convention, who have presented at no more than three previous CCCC conventions, and who have not previously received a Scholars for the Dream Travel Award.

Preferences:

  • Clear preference will be given to first-time conference attendees and/or untenured faculty.

Conference on College Composition and Communication FUNDER

Other funding opportunities from conference on college composition and communication.

  • Assistance Fund for Contingent Faculty
  • CCCC Emergent Researcher Awards
  • CCCC Outstanding Teaching Award
  • CCCC Professional Equity Project (PEP)
  • CCCC Research Initiative
  • CCCC Tribal College Faculty Fellowship
  • Chairs’ Memorial Scholarship
  • Disability in College Composition Travel Awards
  • Gloria AnzaldĂșa Rhetorician Award
  • The Luiz Antonio Marcuschi Travel Awards

Don’t miss out on other good fit funders!

See even more similar funders by creating a free 14-day account. Get personalized grant recommendations, tracking and more.

“Through Instrumentl, I was able to accomplish in 6 hours...SIX HOURS...what would have taken days or weeks with [another] search engine.”

travel award abrcms

This page was last reviewed February 27, 2024 and last updated February 27, 2024

Help us improve this grant page

Please refresh the page.

There was a problem processing your request. Please refresh the page and try again.

travel award abrcms

Ayo Edebiri respects the rules of time travel

  • Ayo Edebiri would not speak to herself were she to time travel.
  • Edebiri explained that it's because of time travel paradoxes.
  • She specifically referred to the ontological paradox referenced in Christopher Nolan's "Tenet."

Insider Today

Award-winning actor Ayo Edebiri has revealed that she knows a thing or two about time travel.

The SAG award winner and writer chatted with Access Hollywood about what she would do if given the opportunity to traverse space and time.

"What would you tell your younger self?" Access Hollywood asked the star, who was draped in a Luar checkered gown on the red carpet. "Did you think you would be here?"

"Imagine I said yes?" "The Bear" actor replied.

Edebiri then got down to the brass tacks of time travel, explaining that she was not hopping on a souped-up, time-traveling DeLorean anytime soon and would tell her younger self absolutely nothing.

"I would say nothing to her, obviously, just because of the rules of time travel," Edebiri explained. "I've never been visited by myself in the future. And so I think if that happened to me, I would not make the decision."

Edebiri referred to a well-known paradox of time travel used in the Christopher Nolan movie "Tenet," which explains that alterations to the past via time travel are possible but that those changes were predestined. This is also known as the ontological, or bootstrap, paradox .

There are several other theories about meeting your past self that could have a whole load of unintended consequences. Some say a meeting cannot happen between you and your past self because it doesn't make sense : If you meet up with your past self and change the course of your future, then the older version of you ceases to exist.

Other theories include that changing the past could create an alternate universe — think "Avengers: Endgame."

And, of course, there is the disputed butterfly effect — a theory that changing the past could endanger or greatly alter the future.

Even though Edebiri will not be visiting her past self, it doesn't mean the rest of us can't get a chance to meet the starlet before fame (you know, if time travel does turn out to be real).

Personally, I would like to visit the past Edebiri of 2012, who was posting sick Coldplay covers on YouTube.

Reps for Edebiri did not immediately respond to a request for comment from Business Insider.

travel award abrcms

Watch: There are 2 types of time travel and physicists agree that one of them is possible

travel award abrcms

  • Main content

IMAGES

  1. IMSD Scholars Shine at Annual ABRCMS Conference

    travel award abrcms

  2. How to win at The Travel Awards

    travel award abrcms

  3. CSULB BUILD ABRCMS Travel Award Winners

    travel award abrcms

  4. Student Travel Award Application

    travel award abrcms

  5. Seven Minority Science Programs Students Awarded at ABRCMS 2022

    travel award abrcms

  6. Travel Awards Entry Success

    travel award abrcms

VIDEO

  1. #short

COMMENTS

  1. Apply for a Travel Award

    The ABRCMS Student Travel Award is open to undergraduate students, postbaccalaureate students, and community college students that will be presenting for the first-time at ABRCMS. The full travel award includes registration, housing, and travel. Partial, virtual and local travel awards are also available.

  2. Apply for a Travel Award

    The ABRCMS Graduate Student Travel Award is open to graduate students (both master's and doctoral level) who will be presenting during the ABRCMS Graduate Symposium OR the Graduate Student Networking Reception. The full travel award includes housing for the conference and travel to Phoenix, Arizona. Partial travel awards are also available.

  3. Apply for a Travel Award

    A complete ABRCMS Student Travel Award application contains 3 parts: S tudent Travel Award application submission due by 11:59 PDT on Aug. 20; Recommendation Form* from a research mentor, Program Director, or faculty member familiar with your research must be uploaded by 11:59 PDT on Aug. 27 Abstract submission due by 11:59 PDT by Sept. 6 * An official ABRCMS recommendation form will be ...

  4. Apply for a Travel Award

    ABRCMS Student Travel Award. Deadline: Aug. 25, 2017. Do you want to present at ABRCMS, but don't have the funds to attend? Apply for the ABRCMS Student Travel Award! Applicants who are given a full travel award will receive conference registration, housing, airfare and a travel subsidy. Partial travel awardees will receive a combination of the ...

  5. PDF 2022 ABRCMS Student Travel Award

    Please provide any other information you believe would be useful for the selection committee as they make their decision, e.g., insights into the student's past or future academic success; extenuating personal, financial, or academic circumstances; etc. (limit to 1,000 characters) This applicant shows: ____ great promise and interest in ...

  6. ABRCMS

    For over 20 years, the Annual Biomedical Research Conference for Minoritized Scientists (ABRCMS) - recipient of the 2019 AIMBE Excellence in STEM Education Award - has been the go-to conference for historically excluded community college, undergraduate and postbaccalaureate students in science, technology, engineering and mathematics. As ABRCMS has continued to grow and evolve, it has also ...

  7. CSULB BUILD ABRCMS Travel Award Winners

    🎉Congratulations to 3 of our CSULB BUILD trainees who received travel awards to attend the Annual Biomedical Research Conference for Minoritized Students (ABRCMS) 2023 meeting in Phoenix, AZ from Nov. 15-18. Kudos to Vanessa Avila Rios, Sophia Manjarrez, and Sofia Uribe, who are all first-time presenters at ABRCMS! 👏Be sure to stop by and say hi at their poster presentations:

  8. Joseph Watso receives Judge Travel Award for ABRCMS

    Joseph Watso, Ph.D., assistant professor in the Department of Nutrition and Integrative Physiology, received a Judge Travel Award to attend the 2022 Annual Biomedical Research Conference for Minoritized Scientists (ABRCMS). It is one of the largest professional conferences for underrepresented community college, undergraduate and postbaccalaureate students in science, technology, engineering ...

  9. Frequently Asked Questions

    Travel Awards ABRCMS FAQ Funded by a grant from the National Institute of General Medical Sciences of the National Institutes of Health under award number R13GM113579-02

  10. ABRCMS

    Annual Biomedical Research Conference for Minority Students. ATTEND ABRCMS. Register Travel Awards ABRCMS FAQ. Funded by a grant from the National Institute of General Medical Sciences of the National Institutes of Health under award number 2R13GM113579-06

  11. Schedule at a Glance

    Welcome to the ABRCMS schedule at a glance! Easily explore the Graduate Symposium and ABRCMS 2023 Conference schedules by clicking on the dates located to the left of the table. All times are in Mountain Time (MT). For more details, download the mobile app or explore the final conference program.

  12. Ann Titus received a ABRCMS Student Travel Award

    Recent News. Welcome Patrick McEwen February 21, 2024 Quan Vo earned two awards at COM'S Research Celebration February 14, 2024 Dr. Alfonso Martin Peña and Colleagues recently published in bioRxIv.

  13. The Benefits of Attending the Annual Biomedical Research Conference for

    Poster and Travel Awards. ABRCMS invests much time and funding into providing scientific judging for all student poster and oral presentations in order to provide students with developmental feedback and award the top presenters. In 2015, there were 492 principal investigators and postdoctoral scientists who served as judges.

  14. Apply for a Travel Award

    The ABRCMS Student Travel Award is open to undergraduate students, postbaccalaureate students, and community college students that will be presenting for the first-time at ABRCMS. The full travel award includes complimentary registration (virtual or in-person), housing, and travel. Partial travel awards are also available.

  15. Apply for a Travel Award

    The ABRCMS Student Travel Award is open to current students, postbaccalaureate current, and district college students that will be presenting forward the first-time on ABRCMS. The full travel award features complimentary registration (virtual or in-person), housing, both travel. Partial travel awards are furthermore available.

  16. 20 Years and Counting: ABRCMS Returns to Celebrate Community

    October 20, 2022. The Annual Biomedical Research Conference for Minoritized Scientists (ABRCMS) is celebrating its 20th year by coming back together after 2 years of virtual-only meetings. ABRCMS 2022 will convene Nov. 9-12, in Anaheim, Calif. To date, ABRCMS has drawn over 76,000 participants, of whom 48,500 are students in the biomedical and ...

  17. PDF 2024 TRAVEL AWARD

    2024 TRAVEL AWARD. PROGRAM. TRAVEL AWARD BENEFITS: Any scientist worldwide is eligible to apply for a travel. award. All candidates must be eligible in one of the three. applicant tiers AND meet training/post training limits as. described in more detail on the ACNP website. The post training limit of 5 years past final training can be

  18. Melissa Jarmel

    Full Travel Award for 2011 ABRCMS ABRCMS 2011 Awarded for academic achievement, experience conducting independent work, and interest in biomedical sciences. Outstanding Presentation in Molecular ...

  19. Browse By Travel Award

    Our Work. A diverse ASM enhances the microbial sciences, increases innovation, strengthens the community and sustains the profession. To help lower barriers of entry that level the playing field, we offer travel awards to several of our meetings and events. Browse the list of travel awards and confirm your eligibility.

  20. ABRCMS

    On over 20 years, the Annual Biomedical Research Conference for Minoritized Scientists (ABRCMS) - recipient for to 2019 AIMBE Excellence with RACK Education Award - has been the go-to conference for historically excluded community college, undergraduate and postbaccalaureate students in science, technologies, engineering and mathematics. As ABRCMS does continued to expand and advance, it ...

  21. Image Gallery

    ABRCMS Wednesday, November 11, 2015. ABRCMS 2014 Presentation Awards. ABRCMS 2014-Saturday, Nov. 15. ABRCMS 2014-Friday, Nov. 14. ABRCMS 2014-Thursday, Nov. 14. ABRCMS 2014-Wednesday, Nov. 12. Tattoos by FASEB at ABRCMS 2013. New Ipad Winner at ABRCMS 2013 -- Congratulations! Lots of creativity going down at ABRCMS 2013!

  22. Travel Award Program

    Travel Award Program. The Office of Academic Opportunity and Educational Excellence is dedicated to the professional development of Long School of Medicine (LSOM) students committed to addressing health disparities and expanding health care access to underserved populations. To that end, we proudly announce our new Travel Award Program that ...

  23. NH DOT awards $2.8 million in phase one of electric vehicle charging

    This phase will provide a framework to develop charging stations along major travel corridors of Interstate 93 and Route 16. NH DOT awards $2.8 million in phase one of electric vehicle charging ...

  24. CCCC Scholars for the Dream Travel Award

    Funding uses: Conference, Research Location of project: Anywhere in the world Location of residency: Anywhere in the world Exclusive to minorities: Yes Overview: The Conference on College Composition and Communication sponsors the Scholars for the Dream Travel Award to encourage scholarship by historically underrepresented groups.

  25. Ayo Edebiri Respects the Rules of Time Travel

    An image of a chain link. It symobilizes a website link url. Copy Link Award-winning actor Ayo Edebiri has revealed that she knows a thing or two about time travel. The SAG award winner and writer ...

  26. Warnings lifted after snow fell this morning in west of England

    A yellow weather warning has been lifted after snow fell across part of the west of England. Snow fell on Saturday morning across south of Bristol to north of Worcester, as well as Hereford, in ...