The influence of relational, political, discursive, and structural dimensions of power on increasing equitable access to undergraduate research experiences

Attracting and retaining students in Science, Technology, Engineering, and Mathematics majors, particularly those who are underrepresented, is a national concern. While undergraduate research experiences have been shown to increase retention and engagement, inequities in access exacerbate disparitie...

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Bibliographic Details
Published in:Journal of research in science teaching 2024-05, Vol.61 (5), p.1032-1061
Main Authors: Friesen, Rebecca S., Cimetta, Adriana D.
Format: Article
Language:English
Subjects:
Access
Mathematics
Power
retention
Science and technology
STEM
undergraduate research
underrepresented students
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Summary:Attracting and retaining students in Science, Technology, Engineering, and Mathematics majors, particularly those who are underrepresented, is a national concern. While undergraduate research experiences have been shown to increase retention and engagement, inequities in access exacerbate disparities. Understanding what hinders or facilitates the implementation of undergraduate research experiences is crucial. Using semi‐structured interviews with the project leaders and document analysis, the findings from this project expose the relational, political, discursive, and structural power dimensions hindering or facilitating the integration of research experiences in undergraduate science courses. Revealing these barriers and opportunities will inform future initiatives, such as those focused on implementing course‐based research experiences.
ISSN:0022-4308
1098-2736
DOI:10.1002/tea.21935