Creating More Supportive and Inclusive Undergraduate Field-Research Experiences

• In Event: AERA Roundtable Session Wednesday 10:50 am Four Seasons Ballroom 1
  In Roundtable Session: Barriers and Bridges in STEM Graduate Programs (Table 11)

Abstract

Undergraduate field-research experiences (UFEs) have become a crucial part of the learning process due to its impact on developing a student’s sense of self as a researcher and comfort in their discipline. Despite the clear benefits of undergraduate research, UFEs present unique equity issues. This study seeks to understand the experiences of undergraduate students who participate in UFEs and examine what might aid or hinder the supportive field research experiences. The data for this paper comes from follow-up interviews with 16 students who had participated in a study about undergraduate fieldwork experiences. Our findings demonstrate the logistic and social factors that create PathWays to feelings of belonging in their discipline and offer ideas and strategies for creating more inclusive fieldwork opportunities.

Authors

• Heather Haeger, University of Arizona

• Sy Simms, University of Arizona

• Lily A. Amador, University of Arizona