The Characteristics and Experiences of Minority Freshmen Committed to Biomedical and Behavioral Science Research Careers

Oseguera, Leticia; Hurtado, Sylvia; Denson, Nida; Cerna, Oscar; Sáenz, Victor B.

doi:10.1615/jwomenminorscieneng.v12.i2-3.40

Cited by 11 publications

(9 citation statements)

References 28 publications

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“…Similarly, in examining key factors that influence career aspirations in science research for students entering their first year of college, Oseguera, Hurtado, Denson, Cerna, and Sáenz () found that entering URM undergraduates reported working more hours during high school and were more likely to expect to work full‐time during college than their White and Asian counterparts. These authors argued that having financial concerns and misperceptions about the financial viability of research professions can deter students from choosing a career in STEM fields.…”

Section: Literature Reviewmentioning

confidence: 99%

What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups

et al. 2014

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This longitudinal study examined factors that contribute to the persistence of underrepresented racial minority (URM) undergraduates in STEM fields. The primary source of data came from the Cooperative Institutional Research Program's 2004 The Freshman Survey (TFS) and 2008 College Senior Survey (CSS). The sample included 3,670 students at 217 institutions who indicated on the TFS that they intended to major in a STEM field, 1,634 of whom were underrepresented minority (URM) students. Findings indicate that Black and Latino undergraduates were significantly less likely to persist in STEM majors than were their White and Asian American counterparts. Background characteristics and college experiences moderated this race effect, suggesting both that pre‐college factors may explain some of the observed racial disparities and that individual institutions can take more concrete actions to improve science achievement. Findings from the follow‐up analysis of the sample of URMs suggest that institutions can improve URM STEM persistence by increasing the likelihood that those students will engage in key academic experiences: studying frequently with others, participating in undergraduate research, and involvement in academic clubs or organizations. © 2014 Wiley Periodicals, Inc. J Res Sci Teach 51: 555–580, 2014

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Section: Literature Reviewmentioning

confidence: 99%

What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups

et al. 2014

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“…Aspirations for Research Careers. Oseguera and others (2006) examined key factors that influence career aspirations in science research for students entering their first year of college. There were 4,234 freshman science research career aspirants (580 were URM and 3,654 were White or Asian American students).…”

Section: Summary Of Findingsmentioning

confidence: 99%

Improving the rate of success for underrepresented racial minorities in STEM fields: Insights from a national project

Hurtado

Newman

Tran

et al. 2010

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“…Literature specific to Latina/o students in STEM has mostly focused on precollege factors (e.g., Elliott et al. , 1996; Oseguera et al. , 2006).…”

Section: Introductionmentioning

confidence: 99%

Navigating Social Relationships with Mentors and Peers: Comfort and Belonging among Men and Women in STEM Summer Research Programs

Daniels

Grineski

Collins

et al. 2019

LSE

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Gender disparities in science, technology, engineering, and mathematics (STEM) are well documented, yet little is known about how women and men students establish social relationships with research mentors and peers and how that shapes their experiences in STEM. We conducted a series of interviews with 17 undergraduate students from a Hispanic majority institution regarding their participation in STEM-focused summer research programs at nine universities. Differences in levels of comfort in relationships were present when comparing men and women. Women students expressed comfort in relationships with mentors who provided psychosocial mentoring, were available to answer questions, and were of the same gender; they expressed some social discomfort in informal interactions with mentors. Men students felt comfortable with mentors who provided limited guidance, little psychosocial mentoring, and opportunities for informal interactions. In terms of peer relationships, women sought out the confidence of a few similar peers, while men were comfortable with a wide variety of peers. Men’s greater comfort with social relationships seemed to reflect their affinity with the masculine-dominated culture of STEM. For women, cultivating safe spaces through relationships with supportive peers and working with same-gender faculty mentors seemed to mitigate some of the discomforting aspects of their STEM research experiences.

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The Characteristics and Experiences of Minority Freshmen Committed to Biomedical and Behavioral Science Research Careers

Cited by 11 publications

References 28 publications

What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups

What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups

Improving the rate of success for underrepresented racial minorities in STEM fields: Insights from a national project

Navigating Social Relationships with Mentors and Peers: Comfort and Belonging among Men and Women in STEM Summer Research Programs

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