Undergraduate Research Experiences Broaden Diversity in the Scientific Workforce

Hernandez, Paul R.; Woodcock, Anna; Estrada, Mica; Schultz, P. Wesley

doi:10.1093/biosci/bix163

Cited by 172 publications

(178 citation statements)

References 29 publications

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“…The present findings are partially consistent with theory and empirical evidence on the direct and indirect impacts of undergraduate research experiences on integration into the scientific community [ 52 , 56 , 62 , 63 , 85 , 105 – 110 ]. That is, our study found that research experiences indirectly support persistence through the development of science identity and internalization of community values; however, these indirect effects only manifested contemporaneously (i.e., within an academic year, not longitudinally).…”

Section: Discussionsupporting

confidence: 89%

“…This 10-item index asked participants to report on their level of involvement in research experiences [ 85 ]. Participants indicated their involvement (yes = 1 or no = 0) in a variety of research activities over the prior year (e.g., hands-on research in a class, research in a laboratory or on a research team outside of class, presented original research at a national or regional conference).…”

Section: Methodsmentioning

confidence: 99%

“…This checklist was administered on four occasions from the first through the fourth years of college (i.e., T2-T5). Prior validation evidence indicates that this, and other measures of research engagement, are related to the development of scientific self-efficacy, identity, values, and persistence in STEM [ 63 , 85 , 86 ].…”

Section: Methodsmentioning

confidence: 99%

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Testing models of reciprocal relations between social influence and integration in STEM across the college years

et al. 2020

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The present study tests predictions from the Tripartite Integration Model of Social Influences (TIMSI) concerning processes linking social interactions to social integration into science, technology, engineering, and mathematics (STEM) communities and careers. Students from historically overrepresented groups in STEM were followed from their senior year of high school through their senior year in college. Based on TIMSI, we hypothesized that interactions with social influence agents (operationalized as mentor network diversity, faculty mentor support, and research experiences) would promote both short- and long-term integration into STEM via social influence processes (operationalized as science self-efficacy, identity, and internalized community values). Moreover, we examined the previously untested hypothesis of reciprocal influences from early levels of social integration in STEM to future engagement with social influence agents. Results of a series of longitudinal structural equation model-based mediation analyses indicate that, in the short term, higher levels of faculty mentorship support and research engagement, and to a lesser degree more diverse mentor networks in college promote deeper integration into the STEM community through the development of science identity and science community values. Moreover, results indicate that, in the long term, earlier high levels of integration in STEM indirectly influences research engagement through the development of higher science identity. These results extend our understanding of the TIMSI framework and advance our understanding of the reciprocal nature of social influences that draw students into STEM careers.

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Section: Discussionsupporting

confidence: 89%

Section: Methodsmentioning

confidence: 99%

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Testing models of reciprocal relations between social influence and integration in STEM across the college years

et al. 2020

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“…Participants' science identity development was assessed using the Science Identity Scale (Estrada et al, 2011), which consists of five statements designed to examine respondents' sense of belonging to a community of scientists and the extent to which they perceive themselves to be scientists. We selected the Science Identity Scale intentionally given its extensive prior use in evaluating CURE and non-CURE students' science identity development (e.g., Fuchs et al, 2016) as well as its broader utility in examining science identity development among historically marginalized populations within STEM (Hernandez et al, 2013(Hernandez et al, , 2018Estrada et al, 2016). Responses are recorded on a five-point Likert scale (1 = strongly disagree; 5 = strongly agree), and average scores for each item are tabulated.…”

Section: Student Recruitment and Selection Processmentioning

confidence: 99%

Characterization of Instructor and Student Behaviors in CURE and Non-CURE Learning Environments: Impacts on Student Motivation, Science Identity Development, and Perceptions of the Laboratory Experience

Esparza

Wagler

Olimpo

2020

LSE

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Course-based undergraduate research experiences (CUREs) serve to increase student access to authentic scientific opportunities. Current evidence within the literature indicates that engagement in CUREs promotes students’ science identity development, science self-efficacy, motivation, and ability to “think like a scientist.” Despite the importance of these findings, few studies have examined the behaviors and interactions occurring within CURE and non-CURE settings and the impact of those behaviors on said student outcomes. To address these concerns, we conducted a mixed-methods study to explore student and instructor behaviors in four CURE and four non-CURE introductory biology laboratory sections. Representative video data were collected in each section and coded using the Laboratory Observation Protocol for Undergraduate STEM. In addition, pre/postsemester affective survey data were obtained from CURE and non-CURE participants. Results indicated that CURE students and instructors engaged in more interactive behaviors (e.g., one-on-one dialogue, questioning) than their non-CURE counterparts, a finding confirmed by analyzing behavioral patterns via construction of partial correlation networks. Multiple regression analyses further revealed that both student and instructor interactive behaviors and enrollment in a CURE were strong predictors of pre/postsemester shifts in student motivation, science identity development, collaboration, and perceived opportunities to make relevant scientific discoveries.

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“…RBL is associated with long-term societal benefits because it can foster scientific careers: Students participating in RBL reported a greater interest in pursuing postgraduate education or PhDs (Lopatto 2007;Russell, Hancock, and McCullough 2007) and were more likely to be engaged in scientific careers six years after graduation (Hernandez et al 2018).…”

Section: The Effectiveness Of Research-based Learningmentioning

confidence: 99%

Is research-based learning effective? Evidence from a pre–post analysis in the social sciences

Wessels

Rueß

Gess

et al. 2020

Studies in Higher Education

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Research-based learning (RBL) is regarded as a panacea when it comes to effective instructional formats in higher education settings. It is said to improve a wide set of research-related skills and is a recommended learning experience for students. However, whether RBL in the social sciences is indeed as effective as has been postulated for other disciplines has not yet been systematically examined. We thus administered a pre-post-test study to N = 952 students enrolled in 70 RBL courses at 10 German universities and examined potential changes in cognitive and affective-motivational research dispositions. Latent change score modelling indicated that students increased their cognitive research dispositions, whereas most affective-motivational research dispositions decreased. The instructors' interest in the students' work served as a significant predictor of changes in research interest and joy. Practical implications for designing RBL environments can be inferred from the results.

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Undergraduate Research Experiences Broaden Diversity in the Scientific Workforce

Cited by 172 publications

References 29 publications

Testing models of reciprocal relations between social influence and integration in STEM across the college years

Testing models of reciprocal relations between social influence and integration in STEM across the college years

Characterization of Instructor and Student Behaviors in CURE and Non-CURE Learning Environments: Impacts on Student Motivation, Science Identity Development, and Perceptions of the Laboratory Experience

Is research-based learning effective? Evidence from a pre–post analysis in the social sciences

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