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Cited by 472Career Development and DiversityHigher Education Research StudiesCritical Race Theory in Education

Diversifying Science: Underrepresented Student Experiences in Structured Research Programs

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Hurtado, Sylvia, Cabrera, Nolan L., Lin, Monica H., Arellano, Lucy, Espinosa, Lorelle L.·2009·Research in Higher Education
DOI 10.1007/s11162-008-9114-7PMC PMC3596157
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Abstract

Targeting four institutions with structured science research programs for undergraduates, this study focuses on how underrepresented students experience science. Several key themes emerged from focus group discussions: learning to become research scientists, experiences with the culture of science, and views on racial and social stigma. Participants spoke of essential factors for becoming a scientist, but their experiences also raised complex issues about the role of race and social stigma in scientific training. Students experienced the collaborative and empowering culture of science, exhibited strong science identities and high self-efficacy, while developing directed career goals as a result of "doing science" in these programs.

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  • URM undergraduate and graduate students in science report feeling perceived by faculty and peers as less intellectually capable than white students.

    “URM undergraduate and graduate students in science report feeling perceived by faculty and peers as less intellectually capable than white students (Carlone and Johnson, 2007; Hurtado et al., 2009; Griffin et al., 2015)”

    From Race and Gender Differences in Undergraduate Research Mentoring Structures and Research Outcomes (2017) · cites this paper as Hurtado et al., 2009

    The Findings > Social Stigma section reports that URM undergraduates faced skepticism about their intellectual talents, and MIT students described feeling that science peers assumed they lacked ability. The reported experiences are those of undergraduates, not graduate students; the passages also do not establish the same perception by both faculty and peers relative to White students. (LLM, conf=0.87)

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  • Free-format narrative responses and interviews have previously been effective in identifying the utility and the broad gains of undergraduate research experiences.

    “Free-format narrative responses and interviews have previously been effective in identifying the utility and the broad gains of undergraduate research experiences [32]–[38].”

    From Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program (2014) · cites this paper as [38]

    The Methodology (Data Source and Sample; Analysis, page unavailable) describes semi-structured student focus groups whose transcripts were coded for themes. The Findings and Discussion use students’ accounts to identify benefits of undergraduate research. The paper does not describe free-format narrative responses; its evidence comes primarily from focus-group discussions rather than individual interviews. (LLM, conf=0.82)

    Experimental — accuracy not yet measured

  • The work of Hurtado suggests that an early, structured research experience may catalyze the initial domain identity development needed for persistence in a STEM major.

    “The work of Hurtado suggests that an early, structured research experience may catalyze the initial domain identity development needed for persistence in a STEM major [38], [46].”

    From Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program (2014) · cites this paper as [38]

    In Findings > Becoming a Scientist (page unavailable), students describe research experiences as helping them see themselves as scientists and reinforcing their interest in science. The paper does not establish that an early structured experience initiates that identity or that identity development is necessary for persistence in a STEM major; it notes that many participants’ interest in science began before college. (LLM, conf=0.82)

    Experimental — accuracy not yet measured

  • Participation in undergraduate research can retain underrepresented students in science majors.

    “Participation in undergraduate research can retain underrepresented students in science majors (Barlow and Villarejo, 2004; Hurtado et al., 2009; Jones et al., 2010; Espinosa, 2011)”

    From Race and Gender Differences in Undergraduate Research Mentoring Structures and Research Outcomes (2017) · cites this paper as Hurtado et al., 2009

  • Learning environments that focus on research and social support increase research/scientific self-efficacy.

    “Previous research has consistently shown that learning environments that focus on research and social support increase research/scientific self-efficacy (e.g., Hurtado et al., 2009; MacPhee et al., 2013), which in turn is predictive of STEM degree completion and graduate school entry (e.g., Lent et al., 1986, 2008; Marra et al., 2009; Estrada et al., 2011; Adedokun et al., 2013; Tate et al., 2014;”

    From Outcomes and Processes in the Meyerhoff Scholars Program: STEM PhD Completion, Sense of Community, Perceived Program Benefit, Science Identity, and Research Self-Efficacy (2016) · cites this paper as Hurtado et al., 2009

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Cites

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Research works printed but not linked: 4

  1. Anaya G Cole D 2001 Latina/o student achievement: Exploring the influence of student-faculty interaction on college grades Journal of College Student Development 42 1 3 14
  2. Contreras FE Malcolm LE Bensimon EM 2008 Hispanic-serving institutions: Closeted identity and the production of equitable outcomes for Latina/o students Gasman M Baez B Turner CSV Understanding minority institutions 71 90 Albany, NY SUNY Press
  3. Epstein D 2006 7 26 So that’s why they’re leaving (Inside higher ed.) Retrieved February 2, 2007 from http://insidehighered.com/news/2006/07/26/scipipeline
  4. Treisman PU 1985 A study of the mathematics achievement of Black students at the University of California, Berkeley Unpublished doctoral dissertation University of California Berkeley Professional Development Program

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Authors
Hurtado, S., Cabrera, N. L., Lin, M. H., Arellano, L., & Espinosa, L. L.
Affiliations
University of California, Los Angeles (US)
Corresponding author
Hurtado, Sylvia
ORCID
Venue
Research in Higher Education
Publisher
Springer Science and Business Media LLC
Published
2008-10-21
Volume
50
Issue
2
Pages
189-214
ISSN
  • 0361-0365 (ISSN-L)
  • 1573-188X
DOI
10.1007/s11162-008-9114-7
PMC
PMC3596157
OpenAlex
W1989609779
Cited by
472
References
66
Citations by year
2026: 12 · 2025: 25 · 2024: 43 · 2023: 38 · 2022: 36 · 2021: 50 · 2020: 49 · 2019: 48 · 2018: 32 · 2017: 29 · 2016: 30 · 2015: 17 · 2014: 16 · 2013: 15 · 2012: 10
FWCI
19.73
Type
journal article
Language
en
Open access
Licence
www.springer.com/tdm (tdm)
Locations
  • Research in Higher Education (publishedVersion)
  • PubMed (publishedVersion)
  • Europe PMC (PubMed Central) (acceptedVersion)
  • PubMed Central (acceptedVersion)
Funders
National Institute of General Medical Sciences (R01GM071968)
Topics
  • Social Sciences › Safety Research › Career Development and Diversity
  • Social Sciences › Education › Higher Education Research Studies
  • Social Sciences › Sociology and Political Science › Critical Race Theory in Education
Keywords
underrepresented students, undergraduate research programs, science identity, racial stigma, social stigma, scientific culture, self-efficacy, career aspirations, diversity in science, student experience

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