Creating More Inclusive Research Environments for Undergraduates.
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| Title: | Creating More Inclusive Research Environments for Undergraduates. |
|---|---|
| Authors: | Haeger, Heather1 hhaeger@csumb.edu, White, Corin1, Martinez, Shantel1, Armstrong-Land, Monique1, Smith, Camille1 |
| Source: | Journal of the Scholarship of Teaching & Learning. Apr2021, Vol. 21 Issue 1, p320-360. 41p. |
| Subject Terms: | *First-generation college students, *Transfer students, *Undergraduates, *Pell grants, *Transfer of students, *Institutional environment, Ethnicity |
| Abstract: | Although there are numerous evidence-based benefits to undergraduate research for newmajority students (students who are from traditionally underrepresented ethnicities, first-generation college students, students from lower-income families, or transfer students) (Hurtado, S. et al., 2011; Kinzie et al., 2008a; Lopatto, 2007), they are less likely to participate or stay in mentored research experiences (Finley & McNair, 2013; Haeger et al., 2015). In order to determine not only who has access to undergraduate research, but to also identify what barriers to full-inclusion exist for newmajority students, we conducted a mixed methods study at a public, Hispanic Serving Institution. We analyzed institutional data to explore who participates in research and who does not. We also specifically sampled a group of students who expressed an interest in research experiences but who never actually participated for our student survey (N=96). Additionally, we conducted five focus groups with students, staff, and faculty (N~30). We found positive results in the analysis of patterns of participation and found no significant or substantial differences between students who did or did not participate in undergraduate research in terms of race/ethnicity, gender, or first-generation status. The undergraduate researcher population did have significantly more STEM majors and Pell grant recipients. The qualitative analysis identified barriers to participation in research in the following areas: access to research opportunities, programmatic structures, research culture and norms, and campus climate. We present these findings along with descriptions of initiatives that have been successful in diversifying research participation and strategies to create more inclusive research environments. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of the Scholarship of Teaching & Learning is the property of Journal of the Scholarship of Teaching & Learning and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 150273106 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Creating More Inclusive Research Environments for Undergraduates. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Haeger%2C+Heather%22">Haeger, Heather</searchLink><relatesTo>1</relatesTo><i> hhaeger@csumb.edu</i><br /><searchLink fieldCode="AR" term="%22White%2C+Corin%22">White, Corin</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Martinez%2C+Shantel%22">Martinez, Shantel</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Armstrong-Land%2C+Monique%22">Armstrong-Land, Monique</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Smith%2C+Camille%22">Smith, Camille</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+the+Scholarship+of+Teaching+%26+Learning%22">Journal of the Scholarship of Teaching & Learning</searchLink>. Apr2021, Vol. 21 Issue 1, p320-360. 41p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22First-generation+college+students%22">First-generation college students</searchLink><br />*<searchLink fieldCode="DE" term="%22Transfer+students%22">Transfer students</searchLink><br />*<searchLink fieldCode="DE" term="%22Undergraduates%22">Undergraduates</searchLink><br />*<searchLink fieldCode="DE" term="%22Pell+grants%22">Pell grants</searchLink><br />*<searchLink fieldCode="DE" term="%22Transfer+of+students%22">Transfer of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Institutional+environment%22">Institutional environment</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnicity%22">Ethnicity</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Although there are numerous evidence-based benefits to undergraduate research for newmajority students (students who are from traditionally underrepresented ethnicities, first-generation college students, students from lower-income families, or transfer students) (Hurtado, S. et al., 2011; Kinzie et al., 2008a; Lopatto, 2007), they are less likely to participate or stay in mentored research experiences (Finley & McNair, 2013; Haeger et al., 2015). In order to determine not only who has access to undergraduate research, but to also identify what barriers to full-inclusion exist for newmajority students, we conducted a mixed methods study at a public, Hispanic Serving Institution. We analyzed institutional data to explore who participates in research and who does not. We also specifically sampled a group of students who expressed an interest in research experiences but who never actually participated for our student survey (N=96). Additionally, we conducted five focus groups with students, staff, and faculty (N~30). We found positive results in the analysis of patterns of participation and found no significant or substantial differences between students who did or did not participate in undergraduate research in terms of race/ethnicity, gender, or first-generation status. The undergraduate researcher population did have significantly more STEM majors and Pell grant recipients. The qualitative analysis identified barriers to participation in research in the following areas: access to research opportunities, programmatic structures, research culture and norms, and campus climate. We present these findings along with descriptions of initiatives that have been successful in diversifying research participation and strategies to create more inclusive research environments. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of the Scholarship of Teaching & Learning is the property of Journal of the Scholarship of Teaching & Learning and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.14434/josotl.v21i1.30101 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 41 StartPage: 320 Subjects: – SubjectFull: First-generation college students Type: general – SubjectFull: Transfer students Type: general – SubjectFull: Undergraduates Type: general – SubjectFull: Pell grants Type: general – SubjectFull: Transfer of students Type: general – SubjectFull: Institutional environment Type: general – SubjectFull: Ethnicity Type: general Titles: – TitleFull: Creating More Inclusive Research Environments for Undergraduates. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Haeger, Heather – PersonEntity: Name: NameFull: White, Corin – PersonEntity: Name: NameFull: Martinez, Shantel – PersonEntity: Name: NameFull: Armstrong-Land, Monique – PersonEntity: Name: NameFull: Smith, Camille IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 15279316 Numbering: – Type: volume Value: 21 – Type: issue Value: 1 Titles: – TitleFull: Journal of the Scholarship of Teaching & Learning Type: main |
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