What Black Undergraduates Majoring in STEM Learn from Structured Research Programs : Differences by Sex

Colleges and universities have invested in structured undergraduate research experiences (SUREs) as a mechanism for broadening participation among underrepresented racial/ethnic minorities (URMs), yet few studies focus on sex differences in the perceived benefits that URMs gain from their participation in SUREs. Using survey data from 54 African American SURE participants at 3 major research universities, results suggest: (a) women reported higher learning gains on 8 outcomes including research self-efficacy and (b) one statistically significant sex-based difference in terms of learning about the research/scientific process, F(1,52)=2.29, p<0.10. Hierarchical linear regression tests indicate that perceived learning gains mediate the relationship between sex and Black students’ subjective evaluation of the program, F(13,39)=3.40, p<0.01, thereby reducing the “sex effect” to non-significance. In other words, differences in Black students’ satisfaction with the program are explained, in part, by differences in perceived learning gains not gender. Implications for policy, practice, and research are highlighted. Introduction Achievement disparities between White and Black students have been well-documented, although they remain wide and persistent.1 For instance, African Americans, on average, perform at the same level as White students in the lowest quartile of achievement, especially in math and science. Similar results are found at the postsecondary level where White students represent 65% of bachelor’s (BA) degrees in science, technology, engineering, and math (STEM) fields, whereas only 8% are earned by African Americans.2 Even larger gaps are observed between African American men and women in terms of national postsecondary enrollment and attainment trends. For instance, Black women outnumber their same-race male counterparts by a ratio of 2:1 and more than two-thirds of Black men who enter college do not graduate within 6 years, the lowest completion rate among both sexes and all ethnic groups.3 To reduce, if not eliminate, these gaps, as well as to broaden participation among underrepresented minorities (URMs), colleges and universities have invested in structured undergraduate research experiences (SUREs), which provide opportunities for students to engage in research with a scientist or engineer. SUREs are designed generally to nurture students’ interest in STEM, improve research skills, enhance research self-efficacy, and facilitate entry into graduate school, yet few studies focus on (a) the gains (i.e., knowledge, competencies, skills) that students acquire through their involvement in SUREs or (b) sex differences in the perceived benefits that Black students report.4 This is the gap addressed by the study upon which this report is based. The purpose of the study was to measure the perceived learning gains that accrue to African American undergraduates who participate in SUREs at predominantly White institutions. Secondly, the study aimed to measure differences between Black men’s and women’s perceived gains as a result of their participation. Lastly, we sought to determine if learning mediated the relationship between sex and students’ subjective evaluation (i.e., satisfaction) of their experience. Literature Review Undergraduates in STEM majors have been studied extensively to understand what leads students to choose a science or science-related major, persist to graduation in such fields, and ultimately choose a science or technical career.5,6 Surprisingly, Seymour and Hewitt found that approximately 50% of undergraduates that select science majors upon entry to college, change to a non-science major before graduation.7 Evidence also indicates that the proportion of Black students who earn degrees in STEM (8%) pales in comparison to White and Asian counterparts (65%). 8 That science and STEM-related careers are perceived as isolating, highly competitive, impersonal, and time-consuming exacerbates the problem of attracting students to science majors;9,10 especially URMs such as African Americans who tend to operate collaboratively, more “as a family,” and express strong desires to use their college education in service to their community and members of their race.11,12 A growing number of studies have shown that SUREs, however, increase students’ increase in STEM, mitigate a few of the challenges that STEM majors face, and assist in their retention to graduation.13,14 Research on SUREs can be organized into two categories: studies that describe the general nature and characteristics of SUREs and empirical studies that measure the benefits SURE students derive from their experiences. For instance, working with a faculty mentor on a research project during the summer, choosing or becoming familiar with the study’s particular focus, reviewing the existing literature about a topic, learning statistics, and writing a formal, albeit usually brief, research paper are key components of SUREs.15 Some students also engage in actual data collection (via surveys or interviews), data analysis, or dissemination (via a professional conference or publication) during their experience.16 Scholars have only just begun to conduct studies to identify an empirically-based set of benefits that accrue to students who participate in SUREs.17,18,19 For instance, Lopatto analyzed survey data from 1,135 undergraduate participants at 41 institutions to determine whether undergraduate research experiences enhanced the educational experience of science majors. Over 83% of the respondents indicated plans or continuing plans to pursue post-graduate education in the sciences. And, participants did not differ significantly in terms of sex or race on future career plans, reported levels of benefits, or plans to pursue graduate education. Other studies show that SUREs nurture students’ interest in science careers by acclimating them to scientific culture,20,21 including understanding the research process and observing the multiple responsibilities of faculty members.22,23,24 The weight of evidence also suggests that SUREs and mentoring aid in the retention of students,25 including African Americans,26 facilitate purposeful engagement among students and faculty members,27 and promote students’ confidence in their ability to pursue graduate education and to conduct empirical research.20,28 Despite existing research on the role that SUREs play in enhancing the collegiate experiences of students in general and African Americans in particular, few contemporary studies examine what Black undergraduates at predominantly White institutions learn from structured UREs and whether such experiences promote their research self-efficacy, which has been linked to their decision to pursue and persist in a STEM major.12 Secondly, much of the existing literature on UREs fails to focus on URMs specifically and does not consider whether UREs benefit URM men and women differently. And although a good deal is known about how Black men and women experience college differently, extant research on SUREs offers very little insight into sex differences in the gains that accrue from such participation. Indeed, more research is needed to provide educators with information they can use to make sound decisions about student recruitment, admission, and program implementation. The present study was designed to fill this gap in the literature. Method As part of a larger study, Investigating the Critical Junctures: Strategies that Broaden Minority Participation in STEM Fields, funded by the National Science Foundation, this statistical analysis is based on results from the Year 1 SURE Survey only.