Display options
Cite
Hurtado S, Cabrera NL, Lin MH, et al. Diversifying Science: Underrepresented Student Experiences in Structured Research Programs. Res High Educ. 2009;50(2):189-214doi: 10.1007/s11162-008-9114-7.
Hurtado, S., Cabrera, N. L., Lin, M. H., Arellano, L., & Espinosa, L. L. (2009). Diversifying Science: Underrepresented Student Experiences in Structured Research Programs. Research in higher education, 50(2), 189-214. https://doi.org/10.1007/s11162-008-9114-7
Hurtado, Sylvia, et al. "Diversifying Science: Underrepresented Student Experiences in Structured Research Programs." Research in higher education vol. 50,2 (2009): 189-214. doi: https://doi.org/10.1007/s11162-008-9114-7
Hurtado S, Cabrera NL, Lin MH, Arellano L, Espinosa LL. Diversifying Science: Underrepresented Student Experiences in Structured Research Programs. Res High Educ. 2009 Mar;50(2):189-214. doi: 10.1007/s11162-008-9114-7. PMID: 23503690; PMCID: PMC3596157.
Copy Download .nbib Format: NLM
Share it on

Res High Educ. 2009 Mar;50(2):189-214. doi: 10.1007/s11162-008-9114-7.

Diversifying Science: Underrepresented Student Experiences in Structured Research Programs.

Research in higher education

Sylvia Hurtado, Nolan L Cabrera, Monica H Lin, Lucy Arellano, Lorelle L Espinosa

Affiliations

  1. University of California, 405 Hilgard Ave., 3005 Moore Hall, Los Angeles, CA 90095-1521, USA.

PMID: 23503690 PMCID: PMC3596157 DOI: 10.1007/s11162-008-9114-7

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.

Keywords: Identity; Racial/ethnic minorities; Self-efficacy; Stigma; Undergraduate science research

References

  1. CBE Life Sci Educ. 2006 Fall;5(3):218-26 - PubMed
  2. Environ Health Perspect. 1997 Feb;105(2):174-6 - PubMed
  3. Cell Biol Educ. 2004 Winter;3(4):270-7 - PubMed
  4. J Pers Soc Psychol. 1995 Nov;69(5):797-811 - PubMed
  5. Annu Rev Psychol. 2005;56:393-421 - PubMed
  6. Am Psychol. 1997 Jun;52(6):613-29 - PubMed

Publication Types

Grant support