The Emerging STEM Paths and Science Identities of Hispanic/Latinx College Students: Examining the Impact of Multiple Undergraduate Research Experiences

Student mental health during Summer 2022 research experiences for undergraduates (REUs): Mentorship, remote engagement, and COVID-19

Objective: We examined how mentorship, remote participation, and COVID-19 challenges were associated with the mental health of college students participating in summer research programs. Participants: Participants were students participating in 78 National Science Foundation (NSF) Research Experiences for Undergraduate (REU) Sites during Summer 2022 (n = 516 students). Methods: We used multivariable generalized estimating equations that account for clustering by REU Site. Results: Students with more competent mentors had reduced depression severity. Students who spent ≥25% of their time doing remote research or ≥25% of their time in remote meetings and workshops had greater depression severity. Remote research was also associated with anxiety severity. Having a COVID-19 challenge that impacted students' research experience was associated with increases in depression and anxiety severity. Conclusions: Results suggest potential interventions: implement strategies to boost mentor competency and scaffold a support system into summer research programs to enhance student wellbeing. Additional research on remote engagement is needed.

"Your Family is Always With You": Perceptions of Parental Relationships Among Hispanic/Latinx Young Adults Pursuing STEM Careers

Hispanic/Latinx young adults remain significantly underrepresented in science, technology, engineering, and mathematics (STEM) fields, yet the role families play in these young adults' trajectories in STEM is still underexamined. The purpose of this study was to examine the relational supports and constraints that Hispanic/Latinx college students in STEM majors experienced with their parents as they moved through college and transitioned into their first year of graduate school or full-time employment. Two rounds of interviews were conducted with 18 Hispanic/Latinx young adults who were part of an undergraduate STEM program at a Hispanic-majority university. Most of the study participants reported benefiting from immense emotional support from their parents; however, this emotional support was often simultaneously coupled with home-school value conflicts and a dynamic we call "conversational constraints." Results from this study point to important interventions involving family that might improve the rates of participation of Hispanic/Latinx students from a range of socioeconomic backgrounds in STEM fields.

Modifying Summer Undergraduate Research Programs during COVID-19 Increased Graduate School Intentions but Exacerbated Anxieties

COVID-19 created unprecedented challenges for college students, highlighting the need to provide educational contexts that foster well-being. Summer undergraduate research experiences (SUREs) constitute a high-impact practice, yet little systematic knowledge exists about how the first surge of COVID-19 influenced undergraduate researchers' well-being. This knowledge is important for preparing for future disruptions. This study applies the student well-being model (SWBM) to examine how SURE status (e.g., modification vs. cancellation) impacted students' mental health and graduate school intentions using primary survey data collected from U.S. undergraduate researchers in science, technology, engineering, and mathematics (STEM) fields in Summer 2020 (n = 408, from 131 institutions). Just under half had their SURE canceled, and the others engaged in modified SUREs. Students whose SUREs were canceled had reduced anxiety severity (p < 0.05), but greater concerns about graduate school matriculation (p < 0.001), compared with students with modified SUREs. Results suggest that modified SUREs are a reasonable path forward under conditions where in-person contact is untenable. Results point toward potential improvements in higher education practices that may enhance student well-being following disruptive events. Program directors can address potential causes of anxiety in modified SUREs, advocate for student-centered adjustments to graduate admission processes, and use experiences during COVID-19 as a springboard to broaden participation in undergraduate research.

Supervised Study: Required Independent Research at a Community College Supports Persistence in Science

This study assesses the impacts of the Science program at Piedmont Virginia Community College and its flagship capstone research experience, Supervised Study, through psychosocial perceptions associated with persistence in science and through a comparative analysis of subsequent science bachelor's degree attainment. Supervised Study involves authentic, independent projects, a research methods course and learning community, and one-on-one faculty mentoring. The Persistence in the Sciences survey was used as a repeated-measures instrument in four semesters of Supervised Study. Positive trends were observed for self-efficacy, science identity, community values, and networking, while responses related to project ownership were mixed (n = 13). To contextualize these observations, transfer and bachelor's degree completion rates were analyzed. Students who earn an associate's degree in Science (n = 113 between 2012 and 2019) complete bachelor's degrees at high rates (66.4%). Moreover, they are two to four times more likely to major in physical and natural sciences than their science-oriented peers, who take many of the same courses, with the exception of Supervised Study. Notably, these comparison rates remain consistent between different demographic groups. These findings further describe a model for research at the community college level that supports persistence in undergraduate science for a broad group of students.

Promoting Cancer Health Equity: A Qualitative Study of Mentee and Mentor Perspectives of a Training Program for Underrepresented Scholars in Cancer Health Disparities

Racial and ethnic minorities, and women, experience stark disparities in cancer risk behaviors and mortality rates, yet often remain underrepresented in scientific research positions. We conducted an exploratory, qualitative study to examine the value of mentored research experience as part of an NCI-funded research training program designed to increase the representation of minority and women scientists in cancer disparities research. Using individual interviews, we explored 16 mentees’ and 7 mentors’ program experiences and perspectives to identify the most effective strategies to build strong mentoring relationships that could ultimately contribute to increased representation in health disparities research. Two expert analysts employed thematic analysis and constant comparison to code, categorize, and summarize the data into themes. Mentees and mentors shared five themes identifying contributions to program success: conditions for building successful mentoring relationships; role of mentor/mentee similarities or differences and their impact on effective collaboration; program elements that fostered developing knowledge, skills, and confidence; program supportive opportunities; and challenges and benefits of in-person vs. virtual program delivery during the COVID-19 pandemic. These findings contribute to improving the quality of training programs for historically excluded trainees to advance their cancer disparities research careers and offer a successful model that can guide similar programs.

Institution-Wide Analysis of Academic Outcomes Associated with Participation in UGR: Comparison of Different Research Modalities at a Hispanic-Serving Institution

Most studies on the benefits of participation in undergraduate research (UGR) use data from student participants in undergraduate research programs (URPs), which offer a limited number of positions. In reality, however, the majority of UGR students participate in undergraduate research not in programs (URNPs). The authors conducted an institution-wide study at a Hispanic-serving institution to examine the relationship between academic success and participation in these two UGR modalities. Although there were some differences between URPs and URNPs, participation in research at this institution was largely equitable and inclusive, with UGR demographics that reflected those of the institution, and it was positively associated with increased benefits along multiple academic metrics, regardless of UGR modality. Importantly, these increases were observed for both first time in college and transfer students.