We argue that cultural capital plays an underexamined role in students’ recognition as budding scientists by faculty. By triangulating interview data from undergraduates and faculty mentors in a multi-institutional biology research network, we identified a set of intersecting domains of capital that help render students recognizable to faculty. We argue that faculty recognition often reflects a (mis)alignment between the cultural capital that students possess and display and what faculty expect to see. To understand why mis- or underrecognition occurs, and how this influenced students’ opportunities to further develop cultural capital, we explored our data set for patterns of explanation. Several key themes cut across students’ experiences and influenced their recognition by faculty: Faculty more easily recognized students interested in research science trajectories and those involved in institutional programs to support science, technology, engineering, and mathematics success. Students with competing family responsibilities struggled to maintain faculty recognition. Finally, faculty who broadened their scopes of recognition were able to affirm the science identities of students with fewer incoming cultural resources in science and support their development of capital. Students can and do develop scientific cultural capital through practice, but this requires access to research and mentorship that explicitly teaches students the implicit “rules of the game.”

This study describes the design and implementation of remote Summer undergraduate research programs during the COVID-19 pandemic, including program strengths and recommendations for improvement from the perspectives of undergraduate researchers.

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This essay investigates the interplay of scientific and pedagogical objectives within an undergraduate-focused network research project. The multiple priorities faculty face in mentoring emerging scientists while producing high-quality data are discussed and pragmatic recommendations to support effective undergraduate-focused research networks are offered.

Undergraduates participating in remote research programs experienced gains in scientific self-efficacy similar those observed in in-person research. Students experienced gains in scientific identity, graduate and career intentions, and perceptions of benefits and costs of doing research only if they started their remote undergraduate research experiences at lower levels.

Undergraduates phenotyping Arabidopsis knockouts (unPAK) is a biology research network that has provided undergraduate research experiences (URE) since 2010. In 2019, unPAK expanded to include a summer URE that engaged undergraduate researchers from across the network in an intensive collaborative program.

We conducted a meta-synthesis of published qualitative articles to better understand how features and strategies of boundary organizations and spanning processes influence whether environmental science was utilized in politically oriented outcomes. Meta-synthesis is a peer-reviewed research technique which is becoming more prolific as disciplines compare qualitative research studies and generalize qualitative knowledge. In this work, thirty-nine published case studies were analysed through a systematic grounded theory approach and thirty-nine structured interviews were performed with authors to validate the results. Overall, forty-seven boundary spanning variables were evaluated using disaggregated statistics to determine correlation with policy outcomes. Our results develop the possibility that successful boundary spanning linkages may be less about utilizing formal boundary organizations and more about fostering the process through which science and policy are intermingled.

In-person undergraduate research experiences (UREs) promote students' integration into careers in life science research. In 2020, the COVID-19 pandemic prompted institutions hosting summer URE programs to offer them remotely, raising questions about whether undergraduates who participate in remote research can experience scientific integration. To address this, we investigated indicators of scientific integration for students who participated in remote life science URE programs in summer 2020. We found that these students experienced gains in their scientific self-efficacy and scientific identity similar to results reported for in-person UREs. We also found that these students perceived high benefits and low costs of doing research at the outset of their programs, and their perceptions did not change despite the remote circumstances. Yet, their perceptions differed by program, indicating that programs differentially affected students' perceptions of the costs of doing research. Finally, we observed that students with prior research experience made greater gains in self-efficacy and identity, as well as in their perceptions of the alignment of their values with those of the scientific community, in comparison to students with no prior research experience. This finding suggests that additional programming may be needed for undergraduates with no prior experience to benefit from remote research.