{"id":11780,"date":"2014-08-21T19:16:45","date_gmt":"2014-08-22T02:16:45","guid":{"rendered":"https:\/\/oslc.nineplanetsllc.com\/blog\/publication\/diversifying-the-ranks-of-prevention-scientists-through-a-community-collaborative-approach-to-education\/"},"modified":"2014-08-21T19:16:45","modified_gmt":"2014-08-22T02:16:45","slug":"diversifying-the-ranks-of-prevention-scientists-through-a-community-collaborative-approach-to-education","status":"publish","type":"publication","link":"https:\/\/www.oslc.org\/es\/blog\/publication\/diversifying-the-ranks-of-prevention-scientists-through-a-community-collaborative-approach-to-education\/","title":{"rendered":"Diversifying the ranks of prevention scientists through a community collaborative approach to education."},"content":{"rendered":"<p>Despite an increasingly pluralistic U.S. population and numerous programmatic efforts to diversify the scientific workforce, proportional representation of minorities remains slim in the scientist community. This is especially problematic in the prevention science field, which often focuses on \u00abat risk\u00bb sociodemographic populations with overrepresentations of people of color. We posit that diversification could be hastened through the creation and coordination of a variety of educational and training experiences for students and lay people within minority communities. Examples are presented, and recommendations are made for future prevention science training efforts.<\/p>\n","protected":false},"featured_media":0,"template":"","meta":{"_acf_changed":false,"_seopress_robots_primary_cat":"","_seopress_titles_title":"","_seopress_titles_desc":"","_seopress_robots_index":"","_seopress_analysis_target_kw":"","site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}}},"publication_keyword":[861,862,141],"research_type":[],"class_list":["post-11780","publication","type-publication","status-publish","hentry","publication_keyword-graduate-training","publication_keyword-minority-populations","publication_keyword-prevention-science"],"acf":{"citation":"Eddy, J. M., Martinez, C. R., Jr., Morgan-Lopez, A., Smith, P., & Fisher, P. A. (2002, January 15). Diversifying the ranks of prevention scientists through a community collaborative approach to education. <i>Prevention and Treatment, 5<\/i>. Article 3. Retrieved from http:\/\/journals.apa.org\/prevention\/volume5\/toc-jan15-02.htm","publication_year":"2002","scientists":[11011,11016,11022]},"_links":{"self":[{"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/publication\/11780","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/publication"}],"about":[{"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/types\/publication"}],"acf:post":[{"embeddable":true,"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/scientist\/11022"},{"embeddable":true,"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/scientist\/11016"},{"embeddable":true,"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/scientist\/11011"}],"wp:attachment":[{"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/media?parent=11780"}],"wp:term":[{"taxonomy":"publication_keyword","embeddable":true,"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/publication_keyword?post=11780"},{"taxonomy":"research_type","embeddable":true,"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/research_type?post=11780"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}