Cultivating minority scientists: Undergraduate research increases self-efficacy and career ambitions for underrepresented students in STEM
2016/08/05 by Anthony Carpi, Darcy M. Ronan, Darcy Ronan +2 · 342 citations
Engineering · Health Professions · Medicine · Psychology · Social Sciences · #Career Development and Diversity #Career development #Context (archaeology) #Coursework #Diversity (politics) #Doctoral Education Challenges and Solutions #Engineering #Graduation (instrument) #Higher Education Research Studies #Higher education #Medical education #Medicine #Pedagogy #Political science #Psychology #Social cognitive theory #Sociology #Transformative learning #Undergraduate research #Underrepresented Minority
paper · pdf · doi:10.1002/tea.21341
published in Journal of Research in Science Teaching 54(2), 169-194 (Wiley)
openalex publication_date 2016/08/05 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/06
Abstract
In this study, Social Cognitive Career Theory (SCCT) is used to explore changes in the career intentions of students in an undergraduate research experience (URE) program at a large public minority-serving college. Our URE model addresses the challenges of establishing an undergraduate research program within an urban, commuter, underfunded, Minority-Serving Institution (MSI). However, our model reaches beyond a focus on retention and remediation toward scholarly contributions and shifted career aspirations. From a student's first days at the College to beyond their graduation, we have encouraged them to explore their own potential as scientists in a coordinated, sequential, and self-reflective process. As a result, while the program's graduates have traditionally pursued entry-level STEM jobs, graduates participating in mentored research are increasingly focused on professional and academic STEM career tracks involving post-graduate study. In addition to providing an increasingly expected experience and building students’ skills, participation in undergraduate research is seen to have a transformative effect on career ambitions for many students at MSIs. While undergraduate research is often thought of in context of majority-serving institutions, we propose that it serves as a powerful equalizer at MSIs. Building on the institutional characteristics that drive diversity, our students produce scholarly work and pursue graduate degrees, in order to address the long-standing under-representation of minorities in the sciences. © 2016 Wiley Periodicals, Inc. J Res Sci Teach 54: 169–194, 2017
Citations
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