Journal of STEM Education Volume 19, Number 1, ISSN 1557-5284 Publisher: Laboratory for Innovative Technology in Engineering Education (LITEE)
Considerable work is still required to eliminate disparities in postsecondary STEM persistence and success across student groups. Engagement in faculty-mentored research has been employed as one strategy to promote personal, professional, and academic gains for undergraduate students, although barriers exist that make it more difficult for some to participate than others. In this article, we highlight three guiding strategies for structuring institutional diversity action plans that will help ensure equitable access to undergraduate research experiences. Relevant to these three strategies, we propose five specific tactics that educators and institutional leaders will find attainable in relatively short time frames, in addition to a questionnaire for institutional self-assessment related to these tactics. By following the recommendations outlined in this article, and thereby establishing an infrastructure for equitable access to undergraduate research experiences, we assert that institutions can begin to close educational achievement gaps, meet growing U.S. workforce demands, and uphold the democratic ideals of higher education.
Pierszalowski, S., Vue, R. & Bouwma-Gearhart, J. (2018). Overcoming Barriers in Access to High Quality Education After Matriculation: Promoting Strategies and Tactics for Engagement of Underrepresented Groups in Undergraduate Research via Institutional Diversity Action Plans. Journal of STEM Education, 19(1),. Laboratory for Innovative Technology in Engineering Education (LITEE). Retrieved December 17, 2018 from https://www.learntechlib.org/p/182980/.
© 2018 Laboratory for Innovative Technology in Engineering Education (LITEE)
- Bensimon, E.M. (2005). Closing the achievement gap in higher education: An organizational learning perspective. New Directions for Higher Education, 131, 99–111.
- Campbell, A., & Skoog, G.D. (2008). Transcending deficits and differences through undergraduate research. In R. Taraban and L. Blanton (Eds.), Creating effective undergraduate research programs in science. (pp. 206–211). New York: Teachers College Press.
- Carlone, H., & Johnson, A. (2007). Understanding the science experience of sucessful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187–1218.
- Chang, M.J. (2002). Perservation or transformation: Where’s the real educational discourse on diversity? The Review of Higher Education, 25(2), 125–140.
- Clarke, I., Flaherty, T.B., Wright, N.D., & McMillen, R.M. (2009). Student intercultural proficiency from study abroad programs. Journal of Marketing Education, 31(2), 173–181.
- Clayton-Pedersen, A., Parker, S., Smith, D., Morena, J., & Teraguchi, D. (2007). Making a real difference with
- Delaney, J.A. (2014). The role of state policy in promoting college affordability. The ANNALS of the American Academy of Political and Social Science, 655(1), 56–78.
- Feldman, A., Divoll, K.A., & Rogan-Klyve, A. (2013). Becoming researchers: The participation of undergraduate and graduate students in scientific research groups. Science Education, 97(2), 218–243.
- Foor, C.E., Walden, S.E., & Trytten, D.A. (2007). “I wish that I belonged more in this whole engineering group:” Achieving individual diversity. Journal of Engineering Education, 96(2), 103–115.
- Fournier, A.M.V., & Bond, A.L. (2015). Volunteer field technicians are bad for wildlife ecology. Wildlife Society Bulletin, 39(4), 819–821.
- Griffin, K.A., Perez, D., Holmes, A.P.E., & Mayo, C.E.P. (2010). Investing in the future: The importance of faculty mentoring in the development of students of color in STEM. Practical Assessment, Research& Evaluation, 14(7), 1–11.
- Guarino, C.M., & Borden, V.M.H. (2016). Faculty service loads and gender: Are women taking care of the academic family? Bonn, Germany: IZA Discussion Paper.
- Gunier, L. (2015). The Tyranny of Meritocracy: Democratizing Higher Education in America. Boston: Beacon Press.
- Hong, L., & Page, S.E. (2004). Groups of diverse problem solvers can outperform groups of high-ability problem solvers. Proceedings of the National Academy of Sciences of the United States of America, 101(46), 16385–16389.
- Huber, L.P. (2010). Using Latina/o critical race theory (LatCrit) and racist nativism to explore intersectionality in the educational experiences of undocumented Chicana college students. Educational Foundations, 24(1–2), 77–96.
- Hurtado, S., Alvarez, C.L., Guillermo-Wann, C., Cuellar, M., & Arellano, L. (2012). A model for diverse learning environments: The scholarship on creating and assessing conditions for student success. In J.C. Smart& M.B. Paulsen (Eds.), Higher education: Handbook of theory and research (P. Vol. 27, pp. 41–122). New
- Hurtado, S., Newman, C.B., Tran, M.C., & Chang, M.J.(2010). Improving the rate of success for underrepresented racial minorities in STEM fields: Insights from a national project. New Directions for Institutional Research, 148, 5–15.
- Iverson, S. (2012). Constructing outsiders: The discursive framing of access in university diversity policies. The Review of Higher Education, 35(2), 149–177.
- Kanter, M., Ochoa, E., Nassif, R., & Chong, F. (2011). Meeting President Obama’s 2020 college completion goal. Retrieved from https://www.ed.gov/news/ speeches/meeting-president-obamas-2020-college-completion-goal
- Kuh, G.D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, D.C.: Association of American Colleges and Universities.
- Laursen, S., Hunter, A.-B., Seymour, E., Thiry, H., & Melton, G. (2010). Undergraduate Research in the Sciences: Engaging Students in Real Science. San Francisco, CA: John Wiley& Sons.
- Lopatto, D. (2003). The essential features of undergraduate research. CUR Quarterly, (March), 139–142.
- Lopatto, D. (2007). Undergraduate research experiences support science career decisions and active learning. CBE Life Sciences Education, 6, 297–306.
- Lopatto, D. (2010). Undergraduate research as a high-impact student experience. AAC & U Peer Review, 12, 27–30.
- Lumina Foundation. (2008). Going for the Goal: 2008 Annual Report. Retrieved from https://folio.iupui.edu/ bitstream/handle/10244/389/2008_Annual_Re-por T.pdf?sequence=1
- Martin, J.P., Miller, M.K., & Simmons, D.R. (2014). Exploring the theoretical social capital “deficit” of first generation college students: Implications for engineering education. International Journal of Engineering Education, 30(4), 822–836.
- May, G.S., & Chubin, D.E. (2003). A retrospective on undergraduate engineering success for underrepresented minority students. Journal of Engineering Education, 92(1), 27–39.
- Morgan, W., & Streb, M. (2001). Building citizenship: How student voice inservice-learning develops civic values. Social Science Quarterly, 82(1), 154–169.
- Morrison-Beedy, D., Aronowitz, T., Dyne, J., & Mkandawire, L. (2001). Mentoring students and junior faculty in Faculty research: A win-win scenario. Journal of Professional Nursing, 17(6), 291–296.
- Nagda, B.A., Gregerman, S.R., Jonides, J., von Hippel, W., & Lerner, J.S. (1998). Undergraduate student-faculty research partnerships affect student retention. Review of Higher Education, 22(1), 55–72.
- National Center for Education Statistics. (2016). Retrieved from https://nces.ed.gov/programs/raceindicators/ indicator_reg.asp
- Page, S. (2008). The difference: How the power of diversity creates better groups, firms, schools, and societies. Princeton, New Jersey: Princeton University Press.
- Pascarella, E.T., Pierson, C.T., Wolniak, G.C., & Terenzini, P.T. (2004). First-generation college students: Additional evidence on college experiences and outcomes. The Journal of Higher Education, 75(3), 249–284.
- Perna, L., & Finney, J. (2014). The attainment agenda: State policy leadership in higher education. Baltimore: Johns Hopkins University Press.
- Perna, L., & Jones, A. (2013). The state of college access and completion: Improving college success for students from underrepresented groups. New York: Routledge.
- President’s Council of Advisors on Science and Technology. (2012). Engage to excel: Producing one million
- Rendón, L., Garcia, M., & Person, D. (2004). Transforming the first year of college for students of color (Firstyear experience monograph Series No. 38). Columbia,
- Schneider, K., Bahr, D., Burkett, S., Lusth, J.C., Pressley, S., & VanBennekom, N. (2016). Jumpstarting research: Preresearch STEM programs. Journal of College Science Teaching, 45(5), 13–19.
- Schwartz, J. (2012). Faculty as undergraduate research mentors for students of color: Taking into account the costs. Science Education, 96(3), 527–542.
- Seymour, E., Hunter, A.B., Laursen, S.L., & DeAntoni, T. (2004). Establishing the benefits of research experiences for undergraduates: First findings from a three year study. Science Education, 88, 493–534.
- Slovacek, S., Whittinghill, J., Flenoury, L., & Wiseman, D. (2012). Promoting minority success in the sciences: The minority opportunities in research programs at CSULA. Journal of Research in Science Teaching, 49(2), 199–217.
- Smedley, B., Myers, H., & Harrell, S. (1993). Minoritystatus stresses and the college adjustment of ethnic minority freshmen. Journal of Higher Education, 64(4), 434–452.
- Towns, M.H. (2010). Where are the women of color? Data on African American, Hispanic, and Native American faculty in STEM. Journal of College Science Teaching, 39, 6–7.
- Tsui, L. (2007). Effective strategies to increase diversity in STEM fields: A review of the research literature. The Journal of Negro Education, 76(764), 555–581.
- Tuckman, H. (1979). The Academic Reward Structure in American Higher Education. In D.R. Lewis& W.E. Becker, Jr. (Eds.), Academic Rewards in Higher Education. Cambridge, Mass.: Ballinger.
- U.S. Department of Education. (2011). College Completion ToolKit. Washington, D.C. Retrieved from https://sites.ed.gov/whiaiane/files/2012/06/College-Completion-Tool-Kit.pdf
- Umbach, P.D. (2006). The contribution of faculty of color to undergraduate education. Research in Higher Education, 47(3), 317–345.
- Volkwein, J., & Sweitzer, K. (2006). Institutional prestige and reputation among research universities and liberal arts colleges. Research in Higher Education, 47(2), 129–148.
- Wei, C.A., & Woodin, T. (2011). Undergraduate research experiences in biology: Alternatives to the apprenticeship model. CBE Life Sciences Education, 10(2), 123–131.
- Zydney, A.L., Benett, J.S., Shahid, A., & Bauer, K.W. (2002). Impact of undergraduate research experience in engineering. Journal of Engineering Education, 91(2), 151–157.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.