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Zuckerman AL, Lo SM, Juavinett AL. Mentorship for Transfer Student Success in STEM Research: Mentor Approaches and Reflections. CBE LIFE SCIENCES EDUCATION 2024; 23:ar27. [PMID: 38805587 DOI: 10.1187/cbe.23-08-0156] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2024]
Abstract
Mentorship has been widely recognized as an effective means to promote student learning and engagement in undergraduate research experiences. However, little work exists for understanding different mentors' perceived approaches to mentorship, including mentorship of students from backgrounds and educational trajectories not well represented in science, technology, engineering, and mathematics (STEM). Transfer students, in particular, face unique trajectories in their pursuit of research opportunities, yet few studies investigate how mentors describe their approaches to supporting these students. Using semistructured interviews, this study examines how mentors approach mentoring students from diverse backgrounds as research trainees, with an emphasis on transfer students. First, using phenomenography as an analytical approach, we identified four categories describing variations in how mentors reflected upon or accounted for the transfer student identity in their approaches. We find that research mentors vary in their understanding and exposure to the transfer student identity and may have preconceived notions of the transfer student experience. Second, we present vignettes to illustrate how mentors' approaches to the transfer student identity may relate or diverge from their general approaches to mentoring students from different backgrounds and identities. The emerging findings have implications for developing effective mentorship strategies and training mentors to support transfer students.
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Affiliation(s)
- Austin L Zuckerman
- Joint Doctoral Program in Mathematics and Science Education, San Diego State University, San Diego, CA 92120
- Joint Doctoral Program in Mathematics and Science Education, University of California San Diego, San Diego, CA 92093
| | - Stanley M Lo
- Department of Cell and Developmental Biology, Joint Doctoral Program in Mathematics and Science Education, and Research Ethics Program, University of California San Diego, La Jolla, CA 92093
| | - Ashley L Juavinett
- Department of Neurobiology and Joint Doctoral Program in Mathematics and Science Education, University of California San Diego, San Diego, CA 92093
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2
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Haeger H, Bueno EH, Sedlacek Q. Participation in Undergraduate Research Reduces Equity Gaps in STEM Graduation Rates. CBE LIFE SCIENCES EDUCATION 2024; 23:ar11. [PMID: 38306615 PMCID: PMC10956607 DOI: 10.1187/cbe.22-03-0061] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/23/2022] [Revised: 12/05/2023] [Accepted: 01/04/2024] [Indexed: 02/04/2024]
Abstract
Many students who enroll in a public U.S. 4-y college will not graduate. The odds of completing a college degree are even lower for students who have been marginalized in higher education, especially in Science, Technology, Engineering, and Math (STEM) fields. Can undergraduate research increase a student's likelihood of graduating college and close educational equity gaps in college completion? To answer this question, we use data from six public U.S. universities (N = 120,308 students) and use Propensity Score Matching to generate a comparison group for analyses. We conducted logistic regressions on graduation rates and equity gaps in 4 and 6 y using the matched comparison group and undergraduate researchers in STEM (n = 2727). When being compared with like-peers and controlling for background characteristics and prior academic performance, students who participated in undergraduate research were twice as likely to graduate in 4 y and over 10 times as likely to graduate in 6 y. We also found that equity gaps in 4-y graduation rates for students of color, low-income, and first-generation students were cut in half for undergraduate researchers. At 6 y, these gaps were completely closed for undergraduate researchers. As we seek ways to close education gaps and increase graduation rates, undergraduate research can be a meaningful practice to improve student success.
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Affiliation(s)
- Heather Haeger
- STEM Learning Center, Educational Policy Studies and Practices, and
| | - Elia Hilda Bueno
- Human Development and Family Science, University of Arizona, Tucson, AZ 85721
| | - Quentin Sedlacek
- Department of Teaching & Learning, Simmons School of Education & Human Development, Southern Methodist University, Dallas, TX 75275
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3
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Frantz KJ, Price RM, Russo-Tait T, Coffman CR. Annotations of LSE Research: Enhancing Accessibility and Promoting High Quality Biology Education Research. CBE LIFE SCIENCES EDUCATION 2024; 23:fe2. [PMID: 38194240 PMCID: PMC10956605 DOI: 10.1187/cbe.23-09-0171] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/08/2023] [Revised: 11/08/2023] [Accepted: 12/12/2023] [Indexed: 01/10/2024]
Affiliation(s)
- Kyle J. Frantz
- Department of Biology and Center for the Advancement of Students and Alumni, Georgia State University, Atlanta, GA 30303
| | - Rebecca M. Price
- School of Interdisciplinary Arts & Sciences, University of Washington, Bothell, WA 98011
| | | | - Clark R. Coffman
- Department of Genetics, Development, and Cell Biology, Iowa State University, Ames, IA 50011
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Karadag E, Ciftci SK. Why research productivity of some scientists is higher? Effects of social, economic and cultural capital on research productivity. Heliyon 2023; 9:e18762. [PMID: 37554824 PMCID: PMC10404993 DOI: 10.1016/j.heliyon.2023.e18762] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2023] [Revised: 07/26/2023] [Accepted: 07/26/2023] [Indexed: 08/10/2023] Open
Abstract
In the past decades, the awareness about the concept of research productivity at higher education institutions has improved which led to an increase in the number of studies dealing with the subject. Such studies mostly deal with correlations between research productivity and organizational elements, gender, age, professional experience, and alma mater characteristics. To provide an innovative dimension to the existing studies this study focuses on the interaction between the research productivity of the scientists and their childhood period and childhood setting. In this context, the aim of our study is to examine the effects of cultural, economic, and social capitals on research productivity of both scientists' current status and their parents' during their childhood. The data were collected from 9499 faculty members through a survey questionnaire which included items on cultural, economic, and social capital. The data on research productivity of the participants were taken from the Web of Science. The major findings of the study are as follows: (a) Turkish scientists both have lower levels of parents' level of-during childhood- and their current level of cultural capital, and they mostly come from families with the lower-middle economic level; (b) they have medium level social capital; (c) cultural and social capitals together can account for 69% of research productivity, and the order of the related items are found to be childhood objectified cultural capital, current embodied cultural capital and parents' embodied cultural capital during childhood; (d) among social capital structures, relational social capital is the strongest predictor of research productivity and (e) economic capital is not a significant predictor of research productivity. We believe that our current findings contribute to the studies on higher education research by uncovering the new relationships between structures.
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Affiliation(s)
- Engin Karadag
- Akdeniz University, Faculty of Education, Campus, 07070, Antalya Turkey
| | - S. Koza Ciftci
- Akdeniz University, Faculty of Education, Campus, 07070, Antalya Turkey
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Ciftci SK, Karadag E, Ergin-Kocaturk H. The effects of parental's cultural and economic capital and parental support on being an elite scientists. PLoS One 2023; 18:e0287967. [PMID: 37463161 DOI: 10.1371/journal.pone.0287967] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2022] [Accepted: 06/19/2023] [Indexed: 07/20/2023] Open
Abstract
Despite the rapid increase in the number of scientists all over the world in recent years, very few scientists can achieve to be part of elite scientist's category. Although there are many studies focusing on elite scientists, these studies generally do not focus on their childhood and parental background. In this study, which attempts to fill this gap, we focus on the cultural and economic capital of the families of elite scientists in Turkey and their parental support in childhood to analyze the roles of these variables in their being elite scientists. First, we assess the impact of cultural capital (institutional, objectified, and embodied), economic capital, parental support, and perceived academic success in basic education on the probability of becoming an elite scientist. Second, we analyze the differences among elite scientists to shed light on the gender gap in academia. We collected the data from 1,966 scientists working at 87 universities in Turkey through an online survey. Some of our main findings are as follows: (a) cultural capital, parental support, and academic success in basic education all have a strong positive effect on becoming an elite scientist; (b) objectified cultural capital has the highest impact in that an increase in this capital increases the probability of becoming elite scientists by 19%; (c) economic capital has no significant effect on elite scientists. Elite scholars have certain common characteristics, but significantly they are different from their average peers in terms of cultural capital and parental support and (d) elite female scientists have higher of cultural capital, economic capital, parental support, and academic success than elite male scientists. This finding supports the existence of the academic inequality and suggests that female scientists need higher cultural capital, economic capital, parental support, and perceived academic success to become elite scientists than their male counterparts.
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Affiliation(s)
- S Koza Ciftci
- Department of Mathematics Education, Akdeniz University, Antalya, Turkey
| | - Engin Karadag
- Department of Educational Administration and Supervision, Akdeniz University, Antalya, Turkey
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6
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Nelson K, Honoré M, Crist R, Zell A, Lindwall JL, Keller TE. How undergraduates historically underrepresented in biomedical sciences value multiple components of a research training program. JOURNAL FOR STEM EDUCATION RESEARCH 2023; 6:130-158. [PMID: 37538959 PMCID: PMC10399162 DOI: 10.1007/s41979-022-00083-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/04/2022] [Indexed: 08/05/2023]
Abstract
To promote diversity in the STEM workforce, undergraduate research training programs incorporating a variety of intervention strategies have been developed to support students from historically underrepresented backgrounds in overcoming numerous systemic barriers to pursuing careers in science. However, relatively little research has focused on how students experience and value these interventions and the ways in which the interventions support student success. The current study analyzed qualitative interviews from participants (n=15) in a comprehensive research training program for undergraduates historically underrepresented in biomedical research to investigate the student perspective on how specific program components address barriers and support their research training, academic progress, and career preparation. Findings indicated that students benefit from authentic research experiences, mentoring, supplemental curriculum, financial assistance, and a supportive program environment. Participants described how the program helped them address financial concerns, navigate academic and career choices, build science identity and efficacy, and feel a sense of belonging within a caring community. The study highlights how multi-faceted research training programs offering a variety of supports can contribute to student retention and development according to the needs and circumstances of individual students.
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Affiliation(s)
- Kristina Nelson
- Oregon Health & Science University, Department of Medical Informatics and Clinical Epidemiology, 3181 Sam Jackson Park Road, Portland, OR 97239
| | - Matt Honoré
- Oregon Health & Science University, Department of Medical Informatics and Clinical Epidemiology, 3181 Sam Jackson Park Road, Portland, OR 97239
| | - Rachel Crist
- Oregon Health and Science University, 3181 Sam Jackson Park Road, Portland, OR 97239
| | - Adrienne Zell
- Oregon Health and Science University, 3181 Sam Jackson Park Road, Portland, OR 97239
| | - Jennifer L Lindwall
- Portland State University, School of Social Work and Center for Interdisciplinary Mentoring Research, 1825 SW Broadway Portland, OR 97201
| | - Thomas E Keller
- Portland State University, School of Social Work and Center for Interdisciplinary Mentoring Research, 1825 SW Broadway Portland, OR 97201
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Leonetti CT, Lindberg H, Schwake DO, Cotter RL. A Call to Assess the Impacts of Course-Based Undergraduate Research Experiences for Career and Technical Education, Allied Health, and Underrepresented Students at Community Colleges. CBE LIFE SCIENCES EDUCATION 2023; 22:ar4. [PMID: 36607290 PMCID: PMC10074272 DOI: 10.1187/cbe.21-11-0318] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/09/2021] [Revised: 10/17/2022] [Accepted: 11/03/2022] [Indexed: 06/17/2023]
Abstract
Course-based undergraduate research experiences (CUREs) have the potential to impact student success and reduce barriers for students to participate in undergraduate research. Literature review has revealed that, while CUREs are being implemented at both community colleges (CCs) and bachelor's degree-granting institutions, there are limited published studies on the differential impacts CUREs may have on CC students in allied health programs, career and technical education, and nursing pathways (termed "workforce" in this essay). This essay summarizes proposed outcomes of CURE instruction and explores possible reasons for limited reporting on outcomes for CC and workforce students. It also provides recommendations to guide action and effect change regarding CURE implementation and assessment at CCs. This essay is a call to action to expand the science, technology, engineering, and mathematics career development pathway to include workforce students, implement CUREs designed for workforce students, and assess the differential impacts CUREs may have on workforce student populations at CCs.
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Affiliation(s)
| | - Heather Lindberg
- Department of Biology, Virginia Western Community College, Roanoke, VA 24015
| | - David Otto Schwake
- Department of Natural Sciences, Middle Georgia State University, Macon, GA 31206
| | - Robin L. Cotter
- Department of Biosciences, Phoenix College, Phoenix, AZ 85013
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8
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Reeves AG, Bischoff AJ, Yates B, Brauer DD, Baranger AM. A Pilot Graduate Student-Led Near-Peer Mentorship Program for Transfer Students Provides a Supportive Network at an R1 Institution. JOURNAL OF CHEMICAL EDUCATION 2023; 100:134-142. [PMID: 36649372 PMCID: PMC9835829 DOI: 10.1021/acs.jchemed.2c00427] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/27/2022] [Revised: 10/19/2022] [Indexed: 06/17/2023]
Abstract
The undergraduate transfer process has well-documented challenges, especially for those who identify with groups historically excluded from science, technology, engineering, and mathematics (STEM) programs. Because transfer students gain later access to university networking and research opportunities than first-time-in-college students, transfer students interested in pursuing postbaccalaureate degrees in chemistry have a significantly shortened timeline in which to conduct research, a crucial component in graduate school applications. Mentorship programs have previously been instituted as effective platforms for the transfer of community cultural wealth within large institutions. We report here the design, institution, and assessment of a near-peer mentorship program for transfer students, the Transfer Student Mentorship Program (TSMP). Founded in 2020 by graduate students, the TSMP pairs incoming undergraduate transfer students with current graduate students for personalized mentorship and conducts discussion-based seminars to foster peer relationships. The transfer student participants have access to a fast-tracked networking method during their first transfer semester that can serve as a route for acquiring undergraduate research positions. Program efficacy was assessed via surveys investigating the rates of research participation and sense of belonging of transfer students. We observed that respondents that participated in the program experienced an overall improvement in these measures compared to respondents who did not. Having been entirely designed, instituted, and led by graduate students, we anticipate that this program will be highly tractable to other universities looking for actionable methods to improve their students' persistence in pursuing STEM degrees.
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Affiliation(s)
- Audrey G. Reeves
- Department
of Chemistry, University of California, Berkeley, California 94720, United States
| | - Amanda J. Bischoff
- Department
of Chemistry, University of California, Berkeley, California 94720, United States
- Molecular
Biophysics and Integrated Bioimaging Division, Lawrence Berkeley National Laboratories, Berkeley, California 94720, United States
| | - Brice Yates
- Department
of Chemistry, University of California, Berkeley, California 94720, United States
| | - Daniel D. Brauer
- Department
of Chemistry, University of California, Berkeley, California 94720, United States
| | - Anne M. Baranger
- Department
of Chemistry, University of California, Berkeley, California 94720, United States
- Graduate
Group in Science and Mathematics Education, University of California, Berkeley, California 94720, United States
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9
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Perez-Lopez E, Gavrilova L, Disla J, Goodlad M, Ngo D, Seshappan A, Sharmin F, Cisneros J, Kello CT, Berhe AA. Ten simple rules for creating and sustaining antiracist graduate programs. PLoS Comput Biol 2022; 18:e1010516. [PMID: 36227841 PMCID: PMC9560489 DOI: 10.1371/journal.pcbi.1010516] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
In 2020, the combination of police killings of unarmed Black people, including George Floyd, Breonna Taylor, and Ahmaud Arbery, and the Coronavirus Disease 2019 (COVID-19) pandemic brought about public outrage over long-standing inequalities in society. The events of 2020 ignited global attention to systemic racism and racial inequalities, including the lack of diversity, equity, and inclusion in the academy and especially in science, technology, engineering, mathematics, and medicine (STEMM) fields. Racial and ethnic diversity in graduate programs in particular warrants special attention as graduate students of color report experiencing alarming rates of racism, discrimination, microaggressions, and other exclusionary behaviors. As part of the Graduate Dean's Advisory Council on Diversity (GDACD) at the University of California Merced, the authors of this manuscript held a year-long discussion on these issues and ways to take meaningful action to address these persistent issues of injustices. We have outlined 10 rules to help graduate programs develop antiracist practices to promote racial and ethnic justice, equity, diversity, and inclusion (JEDI) in the academy. We focus on efforts to address systemic causes of the underrepresentation and attrition of students from minoritized communities. The 10 rules are developed to allow graduate groups to formulate and implement rules and policies to address root causes of underrepresentation of minoritized students in graduate education.
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Affiliation(s)
- Edgar Perez-Lopez
- Department of Mechanical Engineering, University of California, Merced, California, United States of America
- * E-mail: (EPL); (LG)
| | - Larisa Gavrilova
- Department of Psychological Sciences, University of California, Merced, California, United States of America
- * E-mail: (EPL); (LG)
| | - Janice Disla
- Department of Psychological Sciences, University of California, Merced, California, United States of America
| | - Melissa Goodlad
- Department of Chemistry and Chemical Biology, University of California, Merced, California, United States of America
| | - Dalena Ngo
- Interdisciplinary Humanities Graduate Program, University of California, Merced, California, United States of America
| | - Arabi Seshappan
- Department of Physics, University of California, Merced, California, United States of America
| | - Farhana Sharmin
- Department of Mechanical Engineering, University of California, Merced, California, United States of America
| | - Jesus Cisneros
- Graduate Division, University of California, Merced, California, United States of America
| | - Christopher T. Kello
- Graduate Division, University of California, Merced, California, United States of America
- Department of Cognitive and Information Sciences, University of California, Merced, California, United States of America
| | - Asmeret Asefaw Berhe
- Graduate Division, University of California, Merced, California, United States of America
- Department of Life & Environmental Sciences, University of California, Merced, California, United States of America
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10
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Çiftçi SK, Karadag E. The impact of academicians' cultural and social capital on their individual job performance. INTERNATIONAL JOURNAL OF PRODUCTIVITY AND PERFORMANCE MANAGEMENT 2022. [DOI: 10.1108/ijppm-09-2021-0519] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PurposeThe aim of this study is to analyze whether or not the interaction between academicians' cultural and social capitals has effects on their individual work performance.Design/methodology/approachA structural model was developed in the study to test the correlations between cultural capital, social capital and individual work performance. The data of the study were collected from 2,855 academicians.FindingsThe findings of the study indicate that both cultural and social capital has a simultaneous positive effect on individual work performance. It is also found that the cultural and social capital can account for 39% of the individual work performance and that social capital is a dominant driving force.Research limitations/implicationsAlthough the cultural and social capital has significant effects on the individual work performance, these effects are not of casual nature.Practical implicationsTherefore, it is possible to argue that the cultural and social capital in higher education institutions should be encouraged. Future studies may employ samples of individuals to see whether not these effects have causal characteristics.Originality/valueThe findings of the study contributed to the existing knowledge on the work performance describing the new correlations among the patterns.
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11
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Shukla SY, Theobald EJ, Abraham JK, Price RM. Reframing Educational Outcomes: Moving beyond Achievement Gaps. CBE LIFE SCIENCES EDUCATION 2022; 21:es2. [PMID: 35294255 PMCID: PMC9508913 DOI: 10.1187/cbe.21-05-0130] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/03/2021] [Revised: 12/20/2021] [Accepted: 02/02/2022] [Indexed: 06/14/2023]
Abstract
The term "achievement gap" has a negative and racialized history, and using the term reinforces a deficit mindset that is ingrained in U.S. educational systems. In this essay, we review the literature that demonstrates why "achievement gap" reflects deficit thinking. We explain why biology education researchers should avoid using the phrase and also caution that changing vocabulary alone will not suffice. Instead, we suggest that researchers explicitly apply frameworks that are supportive, name racially systemic inequities and embrace student identity. We review four such frameworks-opportunity gaps, educational debt, community cultural wealth, and ethics of care-and reinterpret salient examples from biology education research as an example of each framework. Although not exhaustive, these descriptions form a starting place for biology education researchers to explicitly name systems-level and asset-based frameworks as they work to end educational inequities.
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Affiliation(s)
- Sarita Y. Shukla
- School of Educational Studies, University of Washington, Bothell, Bothell, WA 98011-8246
| | - Elli J. Theobald
- Department of Biology, University of Washington, Seattle, Seattle, WA 98195
| | - Joel K. Abraham
- Department of Biological Science, California State University–Fullerton, Fullerton, CA 92831
| | - Rebecca M. Price
- School of Interdisciplinary Arts & Sciences, University of Washington, Bothell, Bothell, WA 98011-8246
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12
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Jones DS, Gillette DD, Cooper PE, Salinas RY, Hill JL, Black SJ, Lew DJ, Canelas DA. Cultivating PhD Aspirations during College. CBE LIFE SCIENCES EDUCATION 2022; 21:ar22. [PMID: 35324271 PMCID: PMC9508910 DOI: 10.1187/cbe.20-06-0111] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/04/2020] [Revised: 01/18/2022] [Accepted: 01/31/2022] [Indexed: 06/14/2023]
Abstract
Science, technology, engineering, and mathematics (STEM) career barriers persist for individuals from marginalized communities due to financial and educational inequality, unconscious bias, and other disadvantaging factors. To evaluate differences in plans and interests between historically underrepresented (UR) and well-represented (WR) groups, we surveyed more than 3000 undergraduates enrolled in chemistry courses. Survey responses showed all groups arrived on campus with similar interests in learning more about science research. Over the 4 years of college, WR students maintained their interest levels, but UR students did not, creating a widening gap between the groups. Without intervention, UR students participated in lab research at lower rates than their WR peers. A case study pilot program, Biosciences Collaborative for Research Engagement (BioCoRE), encouraged STEM research exploration by undergraduates from marginalized communities. BioCoRE provided mentoring and programming that increased community cohesion and cultivated students' intrinsic scientific mindsets. Our data showed that there was no statistical significant difference between BioCoRE WR and UR students when surveyed about plans for a medical profession, graduate school, and laboratory scientific research. In addition, BioCoRE participants reported higher levels of confidence in conducting research than non-BioCoRE Scholars. We now have the highest annual number of UR students moving into PhD programs in our institution's history.
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Affiliation(s)
| | | | | | - Raquel Y. Salinas
- University of Texas MD Anderson Cancer Center UT Health Graduate School of Biomedical Sciences, Houston TX 77030
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13
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Dewey J, Roehrig G, Schuchardt A. Development of a Framework for the Culture of Scientific Research. CBE LIFE SCIENCES EDUCATION 2021; 20:ar65. [PMID: 34678042 PMCID: PMC8715786 DOI: 10.1187/cbe.21-02-0029] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/08/2021] [Revised: 09/16/2021] [Accepted: 09/21/2021] [Indexed: 06/13/2023]
Abstract
Scientific research has a culture that can be challenging to enter. Different aspects of this culture may act as barriers or entry points for different people. Recognition of these barriers and entry points requires identifying aspects of the culture of scientific research and synthesizing them into a single, descriptive framework. A systematic literature review encompassing a two-pronged search strategy, descriptive mapping of ideas, and consensus building, was performed to identify aspects of scientific research culture. This resulted in the Culture of Scientific Research (CSR) Framework, composed of 31 cultural aspects categorized as either Practices, Norms/Expectations, or Values/Beliefs. Additional evidence of validity was collected through a survey that asked biological researchers to indicate which aspects in the framework were relevant to their experiences of research. The majority of survey respondents (n = 161) perceived the 31 aspects in the CSR Framework as relevant to biological research. This framework provides a consistent structure for describing the experiences of people engaging with the culture of scientific research. The literature review included literature from multiple disciplines, so the CSR Framework should be broadly applicable. Future applications of the CSR Framework include identifying possible barriers and entry points experienced by groups currently underrepresented in scientific research.
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Affiliation(s)
- Jessica Dewey
- STEM Education Center, University of Minnesota, St. Paul, MN 55108
- Department of Biology Teaching and Learning, University of Minnesota, Minneapolis, MN 55455
| | - Gillian Roehrig
- STEM Education Center, University of Minnesota, St. Paul, MN 55108
| | - Anita Schuchardt
- Department of Biology Teaching and Learning, University of Minnesota, Minneapolis, MN 55455
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14
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Camacho TC, Echelbarger M. Decentering whiteness: Rethinking the instruction of undergraduate research methods within developmental science. INFANT AND CHILD DEVELOPMENT 2021. [DOI: 10.1002/icd.2272] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Tissyana C. Camacho
- Child and Adolescent Development California State University, Northridge Northridge California USA
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15
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Camacho TC, Vasquez-Salgado Y, Chavira G, Boyns D, Appelrouth S, Saetermoe C, Khachikian C. Science Identity among Latinx Students in the Biomedical Sciences: The Role of a Critical Race Theory-Informed Undergraduate Research Experience. CBE LIFE SCIENCES EDUCATION 2021; 20:ar23. [PMID: 33938764 PMCID: PMC8734380 DOI: 10.1187/cbe.19-06-0124] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/09/2019] [Revised: 02/24/2021] [Accepted: 03/04/2021] [Indexed: 06/12/2023]
Abstract
Underrepresented racial minority (URM) students in science, technology, engineering, and mathematics majors encounter educational, social, and structural challenges on the path toward their degrees and careers. An undergraduate research program grounded in critical race theory was developed and implemented to address this disparity. NIH BUILD PODER focuses on developing science identities in URM students through a culturally relevant and responsive research training environment, ultimately increasing their pursuit of biomedical-related research careers. The current study examines differences in science identities and the intention to pursue a science career among a sample of undergraduate Latinx seniors (N = 102) in biomedical science majors. Three groups were examined: 1) BUILD PODER students, 2) non-BUILD PODER students who reported having a faculty mentor, and 3) non-BUILD PODER students who reported no faculty mentorship. Results revealed that BUILD PODER students reported the highest levels of science personal-identity and science social-identity upon graduation. Additionally, BUILD PODER students and non-BUILD PODER students with a mentor reported greater levels of science social-identity than those without a mentor. BUILD PODER students also reported the strongest intentions to pursue a science career after college. These results highlight the importance of identity processes in the success of Latinx college students in biomedical science majors.
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Affiliation(s)
- Tissyana C. Camacho
- Department of Child and Adolescent Development, Northridge, Northridge, CA 91330
| | | | | | - David Boyns
- Department of Sociology, Northridge, Northridge, CA 91330
| | | | | | - Crist Khachikian
- Department of Civil Engineering, California State University, Northridge, Northridge, CA 91330
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Jensen-Ryan D, Murren CJ, Bisner A, Rutter MT, Strand A. Engaging Undergraduates in Research Experiences at a Distance: Insights and Recommendations for Remote URE. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2021; 22:22.1.37. [PMID: 33884060 PMCID: PMC8011901 DOI: 10.1128/jmbe.v22i1.2375] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 09/30/2020] [Accepted: 02/17/2021] [Indexed: 06/12/2023]
Abstract
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. In response to the COVID-19 pandemic in 2020, unPAK rapidly shifted to provide the summer URE program remotely. This article describes (i) the instructional and communication processes of unPAK in the remote URE; and (ii) a summative assessment of the outcomes associated with the remote summer program as compared with the 2019 in-person program. We conclude by offering timely recommendations for educators in biology that emerged from the 2020 remote summer research experience, which may be applicable to other remote UREs and course-based research experiences (CUREs).
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Affiliation(s)
| | | | - April Bisner
- Department of Biology, College of Charleston, Charleston, SC 29424
| | - Matt T. Rutter
- Department of Biology, College of Charleston, Charleston, SC 29424
| | - Allan Strand
- Department of Biology, College of Charleston, Charleston, SC 29424
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Weatherton M, Schussler EE. Success for All? A Call to Re-examine How Student Success Is Defined in Higher Education. CBE LIFE SCIENCES EDUCATION 2021; 20:es3. [PMID: 33635125 PMCID: PMC8108506 DOI: 10.1187/cbe.20-09-0223] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/29/2020] [Revised: 12/17/2020] [Accepted: 12/30/2020] [Indexed: 06/12/2023]
Abstract
A central focus in science education is to foster the success of students who identify as Black, Indigenous, and people of color (BIPOC). However, representation and achievement gaps relative to the majority still exist for minoritized students at all levels of science education and beyond. We suggest that majority groups defining the definitions and measures of success may exert "soft power" over minoritized student success. Using a hegemonic and critical race theory lens, we examined five years of research articles in CBE-Life Sciences Education to explore how success was defined and measured and what frameworks guided the definitions of student success. The majority of articles did not explicitly define success, inherently suggesting "everyone knows" its definition. The articles that did define success often used quantitative, academic outcomes like grade point average and exam scores, despite commonly cited frameworks with other metrics. When students defined success, they focused on different aspects, such as gaining leadership skills and building career networks, suggesting a need to integrate student voice into current success definitions. Using these results, we provide suggestions for research, policy, and practice regarding student success. We urge self-reflection and institutional change in our definitions of success, via consideration of a diversity of student voices.
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Affiliation(s)
- Maryrose Weatherton
- Department of Ecology and Evolutionary Biology, University of Tennessee, Knoxville, TN 37996
| | - Elisabeth E. Schussler
- Department of Ecology and Evolutionary Biology, University of Tennessee, Knoxville, TN 37996
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Jensen-Ryan D, Murren CJ, Rutter MT, Thompson JJ. Advancing Science while Training Undergraduates: Recommendations from a Collaborative Biology Research Network. CBE LIFE SCIENCES EDUCATION 2020; 19:es13. [PMID: 33215973 PMCID: PMC8693944 DOI: 10.1187/cbe.20-05-0090] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/08/2023]
Abstract
Biology research is becoming increasingly dependent on large-scale, "big data," networked research initiatives. At the same time, there has been a corresponding effort to expand undergraduate participation in research to benefit student learning and persistence in science. This essay examines the confluence of this trend through eight years of a collaboration within a successful biology research network that explicitly incorporates undergraduates into large-scale scientific research. We draw upon interviews with faculty in this network to consider the interplay of scientific and pedagogical objectives at the heart of this undergraduate-focused network research project. We identify ways that this network has expanded and diversified access to scientific knowledge production for faculty and students and examine a goal conflict that emerged around the dual objectives of mentoring emerging scientists while producing high-quality scientific data for the larger biology community. Based on lessons learned within this network, we provide three recommendations that can support institutions and faculty engaging in networked research projects with undergraduates: (1) establish rigorous protocols to ensure data and database quality, (2) protect personnel time to coordinate network and scientific processes, and (3) select appropriate partners and establish explicit expectations for specific collaborations.
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Affiliation(s)
- Danielle Jensen-Ryan
- Department of Math and Sciences, Laramie County Community College, Cheyenne, WY 82007
| | | | | | - Jennifer Jo Thompson
- Department of Crop and Soil Sciences, University of Georgia, Athens, GA 30602
- *Address correspondence to: Jennifer Jo Thompson ()
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