Factors Influencing Student Gains from Undergraduate Research Experiences at a Hispanic Serving Institution

• In Event: 523 - Section on Sociology of Education Refereed Roundtable Session and Business Meeting
  In Refereed Roundtable 60min: Table 16. Educational Programs, Educational Reforms, and Student Research: Session I

Abstract

Undergraduate research experiences (UREs) confer many benefits to students, including improved self-confidence, better communication skills, and an increased likelihood of pursuing science careers. Additionally, UREs may be particularly important for racial/ethnic minority students who are underrepresented in the science workforce. As such, we examined factors hypothetically relevant to underrepresented minority student gains from UREs, like mentoring quality, family income, and caring for dependents. Data came from a 2013 survey of University of Texas at El Paso students engaged in ten URE programs (n=227). Using generalized linear models (GzLM) and adjusting for known covariates, students who reported receiving higher quality mentorship, spending more hours caring for dependents, and receiving more programmatic resources experienced significantly greater gains from their URE in all three gains areas (i.e., thinking and working like a scientist, personal gains, and gains in skills ). In two of three areas, more time spent in a URE was positive and significant. In predicting personal gains only, being Latino/a was positive and significant. Across the three models, quality of mentorship was the most important correlate of gains. This suggests that providing training to faculty mentors involved in UREs may improve student outcomes and increase program efficacy.

Authors

• Heather A Daniels, University of Texas at El Paso

• Sara Elizabeth Grineski, University of Texas at El Paso

• Timothy William Collins, University of Texas-El Paso

• Danielle X. Morales, University of Texas-El Paso

• Osvaldo Morera, University of Texas-El Paso