Increases in longevity and in the proportion of older adults in the population have generated important research questions in the areas of health and well-being. Demand for professionals with specialized knowledge, educational background, and passion for aging and the aged is strong across a number of disciplines and is projected to continue to grow at significant rates. The lives of millions of older persons have changed each year thanks to advances in our understanding of the diverse nature of aging.

Although most people will experience health declines in their later years, research suggests that the burden of diseases and disability is disproportionately high among disadvantaged groups (e.g., racial and ethnic aging minorities). For a variety of reasons, older adults from underrepresented groups experience the effects of health disparities more than their younger counterparts. Language barriers, reduced access to health care, low socioeconomic status, and differing cultural norms can be major challenges to promoting health and well-being in an increasingly diverse older adult population. The American older adult population is becoming more diverse as the overall minority population grows and experiences greater longevity. Racial and ethnic minority populations have increased steadily and are projected to grow to 21.1 million by 2030 (28.5% of older adults).

Our ability to train professionals with gerontology expertise continues to lag significantly behind the need. Limited access to gerontological training in many health disciplines results in an under-prepared workforce that is unable to address the needs of the older adult population, especially with respect to diverse populations. As the older adult population grows and becomes more diverse, there is a demonstrated need for culturally competent researchers and practitioners. Diverse teams working together and capitalizing on innovative ideas and distinct perspectives outperform homogenous teams. Scientists and trainees from diverse backgrounds and life experiences bring different attitudes, values, and creativity to address complex societal issues and challenges.

In spite of tremendous advancements in scientific research, opportunities to engage in research/training are not equally available to all. Across all scientific fields, racial and ethnic minorities, women, persons with disabilities, and first-generation college students are underrepresented among researchers. START was developed to address the incongruence between the increasing need for diversity in aging research and the limited participation of students from diverse backgrounds. Our overarching goal is to build a culture of appreciation for aging research among our undergraduate students and to provide them with opportunities to engage in aging research, while strongly encouraging participation from underrepresented groups.

Results from surveys, focus groups, and interviews with START students elicited positive views about their experiences in the START program. Focus groups and interviews confirmed students’ increased interest in aging and research and their interest in aging as a career path. Through START, fellows began to see themselves as potential contributors to the field of aging research. This was an important gain, especially for Underrepresented Minority (URM) students that could see their cultural background as an asset. Fellows also underscored the program’s long-term impact on their research career paths, as many began to consider attending graduate school programs. START opened doors for fellows to learn more about faculty research agendas. Lab work was clearly an important component of the program in which our fellows became inspired and motivated by their mentor’s research projects.

Pre-post surveys confirmed a significant increase in knowledge as a result of participating in START. Specifically, average ratings of familiarity among the various aging-research topics moved from 2.3 (“never heard of it”- “heard of it”) at baseline to 4.2 (“know a fair amount” – “know it well”) by the end of the program.

Results from interviews with faculty mentors elicited positive views about their experiences with the START program. An important aspect of the program – its focus on the inclusion of URM students – was extremely valued and motivated many faculty to participate as mentors. Also, the fact that the program provided weekly seminars and trained students on the foundation of aging and research was also valued. Faculty mentors reported that students were able to hit the ground running when they joined the labs. Students in START were perceived to be both talented and motivated. START also provided opportunities for graduate students in labs to mentor START students and gain leadership skills.