Connecting Counterspaces and Community Cultural Wealth in a Professional Development Program.

This qualitative study analyzes the relationship between two concepts from critical race theory-counterspaces and community cultural wealth. Counterspaces are supportive, identity-affirming community spaces, while community cultural wealth highlights the importance of the knowledge, skills, and networks used by individuals belonging to marginalized groups to successfully navigate academia. This study investigates the hypothesis that the processes operating within counterspaces serve to strengthen an individual's access to their community cultural wealth. The study site is BRAINS, a U.S.-based professional development program for early-career academic neuroscientists from underrepresented groups. Findings revealed that two types of counterspace processes (narrative identity work and direct relational transactions) and three types of community cultural wealth (aspirational capital, social capital, and navigational capital) are most salient within BRAINS. After examining the complex interactions connecting counterspace processes and community cultural wealth, we offer recommendations for future professional development programs and research designed to broaden participation in academia.

Centering female agency while investigating contraceptive use: a case study in Agincourt, South Africa.

BACKGROUND: Rural areas of South Africa face persistently high teenage and premarital childbearing rates, reflecting a lack of or inconsistent use of modern contraception. In attempting to understand this behavior, much of the literature has denied agency to young women, portraying them solely as victims of their environments. This study moved beyond these approaches to understanding adolescent contraceptive use, to reframe the investigation to focus on the tension around exercising agency within specific structural constraints. METHODS: Findings are based on a qualitative study in Agincourt, South Africa. Data were collected through six focus group discussions with 63 women aged 18-44. A grounded theory approach utilizing emergent coding was performed focusing on the decision-making processes around family planning. The focus group participants discussed attitudes and norms around: early first births, contraceptive use, unplanned pregnancy, abortion, and HIV testing. When possible, differences that emerged around these topics according to the age groups (18-24, 25-34, and 35-44) and/or nationality of village (South African or Mozambican) are highlighted. RESULTS: Participants of all focus groups agreed that early first birth were common and undesirable. Younger participants described pregnancy prevention as a key rationale for contraceptive usage, while older participants were more inclined to cite HIV prevention. Women of all focus groups discussed the importance of women taking the initiative with family planning. Participants expressed a range of opinions about the acceptability of abortion, and all focus groups discussed concerns about the safety of abortion. Finally, all of the focus group participants stressed the importance of HIV testing, both to protect themselves and to protect their families. CONCLUSION: This study found many locations of agency for young women in rural South Africa. The decision-making surrounding contraceptive use consists of a series of decision junctures at which women must assign values to certain factors and then select their behavior on the basis of those values. Young women weigh the costs and benefits of contraception and of pregnancy, while also taking into account the chances of actually becoming pregnant along with the costs and benefits of abortion. Furthermore, the women explicitly viewed contraception as within their own realm of decision-making and action (as opposed to within the realm of their male partners).

The BRAINS Program: Transforming Career Development to Advance Diversity and Equity in Neuroscience.

In order to better prepare trainees and advance diversity in neuroscience, career development must move beyond scientific skills. The BRAINS Program's continuous professional development model positively impacts participants' careers by fostering a sense of community and creating a counterspace for critical conversations.

Learning to Thrive: Building Diverse Scientists' Access to Community and Resources through the BRAINS Program.

BRAINS: Broadening the Representation of Academic Investigators in NeuroScience is a National Institutes of Health-funded, national program that addresses challenges to the persistence of diverse early-career neuroscientists. In doing so, BRAINS aims to advance diversity in neuroscience by increasing career advancement and retention of post-PhD, early-career neuroscientists from underrepresented groups (URGs). The comprehensive professional development program is structured to catalyze conversations specific to URGs in neuroscience and explicitly addresses factors known to impact persistence such as a weak sense of belonging to the scientific community, isolation and solo status, inequitable access to resources that impact career success, and marginalization from informal networks and mentoring relationships. While we do not yet have data on the long-term impact of the BRAINS program on participants' career trajectory and persistence, we introduce the BRAINS program theory and report early quantitative and qualitative data on shorter-term individual impacts within the realms of career-advancing behaviors and career experiences. These early results suggest promising, positive career productivity, increased self-efficacy, stronger sense of belonging, and new perspectives on navigating careers for BRAINS participants. We finish by discussing recommendations for future professional development programs and research designed to broaden participation in the biomedical and life sciences.