Importance of Undergraduate Research for Minority Persistence and Achievement in Biology

Jones, Melanie T.; Barlow, Amy; Villarejo, Merna

doi:10.1353/jhe.0.0082

Cited by 78 publications

(26 citation statements)

References 33 publications

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“…Recent research supports the importance of UREs; these experiences not only enhance students’ educational experiences, but also correlate with persistence to baccalaureate degree attainment and enrollment in postgraduate study (Bauer and Bennett 2003; Jones et al 2010). …”

Section: Experiencing Busp: Three Factors For Successmentioning

confidence: 97%

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More Than “Getting Us Through:” A Case Study in Cultural Capital Enrichment of Underrepresented Minority Undergraduates

2010

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Minority students continue to be underrepresented among those who seek graduate and professional degrees in the sciences. Much previous research has focused on academic preparation. Equally important, however, are the psychological–social barriers and lack of institutional support encountered by many minority students. We present a case study of a university-sponsored intervention program for minority science majors that addresses not only academics, but also socialization into the academic community, networking, and the ability to practice newfound skills and dispositions through undergraduate research. In examining this case, we suggest that concerted, formal efforts toward expanding habitus and thereby augmenting cultural and social capital may have positive effects for underrepresented minority (URM) college students’ academic and career prospects. Moreover, we argue that these differences complement the gains program participants make in academic preparedness, showing that attention to academics alone may be insufficient for addressing longstanding inequities in science career attainment among URM students.

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Section: Experiencing Busp: Three Factors For Successmentioning

confidence: 97%

“…3For details on survey findings, see Barlow and Villarejo (2004), Jones et al (2010), Villarejo and Barlow (2007), and Villarejo et al . (2008).…”

mentioning

confidence: 99%

More Than “Getting Us Through:” A Case Study in Cultural Capital Enrichment of Underrepresented Minority Undergraduates

2010

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“…Other studies investigating the impact of research experiences on student confidence and self-efficacy in both general and specific science skills have shown similar results (see Sadler and McKinney, 2010 for review). Berkes and Hogrebe (2007) and others (Adedokun et al, 2014;Thiry et al, 2012;Jones et al, 2010) suggest that the extent of these gains may be positively correlated with the length of time in a research internship. In the case of LAIP, the internship period of six months falls in the middle range of typical program duration (eight weeks to two years) and would there-fore be expected to generate moderately high results, as was observed.…”

Section: Discussionmentioning

confidence: 96%

“…Research experiences are a significant factor in enhancing student retention and success, especially underrepresented minorities, in STEM majors (Chang, 2014: Jones et al, 2010Hathaway, 2002), but studies suggest that non-cognitive factors such social interactions and positive relationships can also strongly impact participants' commitment to remain engaged in science and within the academy (Chang, 2014;Jones et al, 2010;Strayhorn, 2010;Tinto, 1975). Perhaps the same might be true of retention within the broader science community and the scientific institution writ large, which would favor URE approaches such as LAIP that utilize a cohort model and incorporate ample opportunities for students to socialize with each other as well as with mentors, similar to the type of social engagement that might be experienced in a science club or organization (Chang, 2014).…”

Section: Discussionmentioning

confidence: 99%

Impacts of a Holistic Place-Based Community Internship on Participant Interest in Science and Conservation Pathways

Lemus

2018

JSTEM

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Educational approaches that provide meaningful, relevant opportunities for place-based learning have been shown to be effective models for engaging indigenous students in science. The Laulima AʻIke Pono (LAIP) collaboration was developed to create a place-based inclusive learning environment for engaging local community members, especially Native Hawaiians and Pacific Islanders, in scientific research at a historically significant ancient Hawaiian fishpond. The LAIP internship focused on problem-solving activities that were culturally relevant to provide a holistic STEM research experience. The 3-year program was successful in engaging a high proportion of native Hawaiian and other underrepresented minority participants. Interns reported high levels of increased interest, understanding, and competency in several areas of environmental and field science. The program also influenced interest and participation in natural science, environmental studies, resource management, and community organizations for a high percentage of participants. However, no changes were observed regarding interest or plans for STEM-related coursework or majors as a result of participation. This article discusses place-based science internships such as LAIP as a potential model for increasing relevancy and inclusiveness in research experiences and enhancing access to future STEM opportunities.

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“…Recent developments in higher education have emphasized the value of apprentice-based learning and the development of undergraduate research programs [12]. Providing undergraduate students with authentic research experiences leads to better understanding of the scientific process, competency in scientific techniques, longer retention of scientific information, and better preparation for advanced studies [13,14] and the effects appear stronger for minority students who are underrepresented in the sciences [15]. Using undergraduates for vector surveillance provides research experience for students and can reduce costs associated with surveillance programs.…”

Section: Introductionmentioning

confidence: 99%

Using Undergraduate Researchers to Build Vector and West Nile Virus Surveillance Capacity

Hokit

Alvey

Geiger

et al. 2013

IJERPH

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Vector surveillance for infectious diseases is labor intensive and constantly threatened by budget decisions. We report on outcomes of an undergraduate research experience designed to build surveillance capacity for West Nile Virus (WNV) in Montana (USA). Students maintained weekly trapping stations for mosquitoes and implemented assays to test for WNV in pools of Culex tarsalis. Test results were verified in a partnership with the state health laboratory and disseminated to the ArboNET Surveillance System. Combined with prior surveillance data, Cx. tarsalis accounted for 12% of mosquitoes with a mean capture rate of 74 (±SD = 118) Cx. tarsalis females per trap and a minimum infection rate of 0.3 infected mosquitoes per 1000 individuals. However, capture and infection rates varied greatly across years and locations. Infection rate, but not capture rate, was positively associated with the number of WNV human cases (Spearman’s rho = 0.94, p < 0.001). In most years, detection of the first positive mosquito pool occurred at least a week prior to the first reported human case. We suggest that undergraduate research can increase vector surveillance capacity while providing effective learning opportunities for students.

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Importance of Undergraduate Research for Minority Persistence and Achievement in Biology

Cited by 78 publications

References 33 publications

More Than “Getting Us Through:” A Case Study in Cultural Capital Enrichment of Underrepresented Minority Undergraduates

More Than “Getting Us Through:” A Case Study in Cultural Capital Enrichment of Underrepresented Minority Undergraduates

Impacts of a Holistic Place-Based Community Internship on Participant Interest in Science and Conservation Pathways

Using Undergraduate Researchers to Build Vector and West Nile Virus Surveillance Capacity

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