Cultivating minority scientists: Undergraduate research increases self-efficacy and career ambitions for underrepresented students in STEM
Cultivating minority scientists: Undergraduate research increases self-efficacy and career ambitions for underrepresented students in STEM
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DOI：
10.1002/tea.21341
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发表时间：
2017-02-01
影响因子：
4.6
通讯作者：
Lents, Nathan H.
中科院分区：
文献类型：
--
作者：
Carpi, Anthony;Ronan, Darcy M.;Lents, Nathan H.
在这项研究中，社会认知职业理论(SCCT)被用来探索在一所大型公立少数民族服务学院的本科生研究体验(URE)项目中学生的职业意向的变化。我们的URE模式解决了在城市、通勤、资金不足、为少数族裔服务的机构(MSI)内建立本科生研究项目的挑战。然而，我们的模式超越了对学术贡献的保留和补救的关注，并改变了职业抱负。从学生在学院的第一天到毕业后，我们鼓励他们在协调、有序和自我反省的过程中探索自己作为科学家的潜力。因此，虽然该项目的毕业生传统上追求入门级STEM工作，但参与导师研究的毕业生越来越关注涉及研究生学习的专业和学术STEM职业轨迹。除了提供越来越令人期待的体验和培养学生的技能外，参与本科生研究被视为对许多麻省理工学院学生的职业抱负具有变革性的影响。虽然本科生研究通常被认为是在多数人服务的机构的背景下，我们认为它在MSI中起到了强大的均衡器的作用。在推动多样性的机构特征的基础上，我们的学生开展学术工作并攻读研究生学位，以解决长期以来少数群体在科学界代表性不足的问题。(C)2016 Wiley期刊公司J Res Sci Teach 54：169-194,2017
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