Cultivating minority scientists

Undergraduate research increases self-efficacy and career ambitions for underrepresented students in STEM

Bibliographic Data

ID5838703
AuthorsAndrea Carpi (0000-0001-8930-7970, John Jay College of Criminal Justice, corresponding author), Anthony Carpi (Department of Sciences, John Jay College of Criminal Justice; City University of New York; 524 West 59th Street New York New York 10019), Darcy Ronan (0000-0002-5812-452X, Research Foundation of The City University of New York), Darcy M Ronan (Research Foundation of the City University of New York; New York New York), Heather M Falconer (0000-0002-4862-2613, Department of English; Northeastern University; Boston Massachusetts), Nathan H Lents (0000-0003-1509-6415, Department of Sciences, John Jay College of Criminal Justice; City University of New York; 524 West 59th Street New York New York 10019)
Year2016
Volume54
Issue2
Pages169-194
Publication date2016-08-05
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Research in Science Teaching (JOURNAL)
Journal identifiersISSN: 0022-4308 • E-ISSN: 1098-2736
PublisherWiley (PUBLISHER • GB)
DOI10.1002/tea.21341
OpenAlexW2508949362
LanguageEN
Citations received66
References cited46

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. (c) 2016 Wiley Periodicals, Inc. J Res Sci Teach 54: 169-194, 2017

Coursework · Graduation (instrument · Social cognitive theory · Transformative learning · Undergraduate research · Underrepresented Minority · Career Development and Diversity · Doctoral Education Challenges and Solutions · Higher Education Research Studies

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