Changing the Shape of the River: (Re)privileging STEM Research for Latinx Community College Student

References

• Aikens, M. L., Robertson, M. M., Sadselia, S., Watkins, K., Evans, M., Runyon, C. R., Eby, L. T., Dolan, E. L., & Herrera, J. (2017). Race and gender differences in undergraduate research mentoring structures and research outcomes. CBE Life Sciences Education, 16(2). https://doi.org/10.1187/cbe.16-07-0211
   Web of Science ®Google Scholar
• Aikens, M. L., Sadselia, S., Watkins, K., Evans, M., Ebay, L. T., Dolan, E. L., & Pelaez, N. (2016). A social capital perspective on the mentoring of undergraduate life science researchers: An empirical study of undergraduate-postgraduate-faculty triads. CBE Life Sciences Education, 15(2). https://doi.org/10.1187/cbe.15-10-0208
   Web of Science ®Google Scholar
• Bauer, K. W., & Bennett, J. S. (2003). Alumni perceptions used to assess undergraduate research experience. The Journal of Higher Education, 74(2), 210–230. https://doi.org/10.1353/jhe.2003.0011
   Web of Science ®Google Scholar
• Blaney, J. M., Wofford, A. M., Jeong, S., Kang, J., & Feldon, D. F. (2022). Autonomy and privilege in doctoral education: An analysis of STEM students’ academic and professional trajectories. The Journal of Higher Education, 93(7), 1037–1063. Advance online publication. https://doi.org/10.1080/00221546.2022.2082761
   Web of Science ®Google Scholar
• Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). Greenwood.
   Google Scholar
• Bowen, W. G., & Bok, D. (2016). The shape of the river: Long-term consequences of considering race in college and university admissions. Princeton University Press.
   Google Scholar
• Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
   Google Scholar
• Brown, B. A., Henderson, J. B., Gray, S., Donovan, B., Sullivan, S., Patterson, A., & Waggstaff, W. (2016). From description to explanation: An empirical exploration of the African-American pipeline problem in STEM. Journal of Research in Science Teaching, 53(1), 146–177. https://doi.org/10.1002/tea.21249
   Web of Science ®Google Scholar
• Caraballo-Cueto, J., Godreau, Í., & Tremblay, R. (2022). From undergraduate research to graduation: Measuring the robustness of the pathway at a Hispanic-serving institution. Journal of Hispanic Higher Education. https://doi.org/10.1177/15381927221099091
   PubMedGoogle Scholar
• Carlone, H. B., & Johnson, A. (2007). Understanding the science experience of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187–1218. https://doi.org/10.1002/tea.20237
   Web of Science ®Google Scholar
• Carpi, A., Ronan, D., Falconer, H. M., & Lents, N. H. (2017). Cultivating minority scientists: Undergraduate research increases self-efficacy and career ambitions for underrepresented students in STEM. Journal of Research in Science Teaching, 54(2), 169–194. https://doi.org/10.1002/tea.21341
   Web of Science ®Google Scholar
• Carter, D. F., Ro, H. K., Alcott, B., & Lattuca, L. R. (2016). Co-curricular connections: The role of undergraduate research experiences in promoting engineering students’ communication, teamwork, and leadership skills. Research in Higher Education, 57(3), 363–393. https://doi.org/10.1007/s11162-015-9386-7
   Web of Science ®Google Scholar
• Choi, Y. (2018). Student employment and persistence: Evidence of effect heterogeneity of student employment on college dropout. Research in Higher Education, 59(1), 88–107. https://doi.org/10.1007/s11162-017-9458-y
   Web of Science ®Google Scholar
• Collins, T. W., Grineski, S. E., Shenberger, J., Morales, X., Morera, O. F., & Echegoyen, L. E. (2017). Undergraduate research participation is associated with improved student outcomes at a Hispanic-serving institution. Journal of College Student Development, 58(4), 583–600. https://doi.org/10.1353/csd.2017.0044
   PubMed Web of Science ®Google Scholar
• Daniels, H., Grineski, S. E., Collins, T. W., Morales, D. X., Morera, O., Echegoyen, L., & Dolan, E. (2016). Factors influencing student gains from undergraduate research experiences at a Hispanic-serving institution. CBE Life Sciences Education, 15(3), ar30. https://doi.org/10.1187/cbe.15-07-0163
   PubMed Web of Science ®Google Scholar
• Denton, M., Borrego, M., & Boklage, A. (2020). Community cultural wealth in science, technology, engineering, and mathematics education: A systematic review. Journal of Engineering Education, 109(3), 556–580. https://doi.org/10.1002/jee.20322
   Web of Science ®Google Scholar
• Eagan, M. K., Hurtado, S., Chang, M. J., Garcia, G. A., Herrera, F. A., & Garibay, J. C. (2013). Making a difference in science education: The impact of undergraduate research programs. American Educational Research Journal, 50(4), 683–713. https://doi.org/10.3102/0002831213482038
   PubMed Web of Science ®Google Scholar
• Eagan, M. K., & Jaeger, A. J. (2009). Effects of exposure to part-time faculty on community college transfer. Research in Higher Education, 50(2), 168–188. https://doi.org/10.1007/s11162-008-9113-8
   Web of Science ®Google Scholar
• Eccles, J. S., & Roeser, R. W. (2009). Schools, academic motivation, and stage-environment fit. In R. M. Lerner & L. Seinberg (Eds.), Handbook of adolescent psychology (pp. 404–434). John Wiley & Son. https://doi.org/10.1002/9780470479193.adlpsy001013
   Google Scholar
• Estepp, C. M., Velasco, J. G., Culbertson, A. L., & Conner, N. W. (2017). An investigation into mentoring practices of faculty who mentor undergraduate researchers at a Hispanic serving institution. Journal of Hispanic Higher Education, 16(4), 338–358. https://doi.org/10.1177/2F1538192716661906
   Google Scholar
• Graham, M. J., Frederick, J., Byars-Winston, A., Hunter, A. B., & Handelsman, J. (2013). Increasing persistence of college students in STEM. Science, 341(6153), 1455–1456. https://doi.org/10.1126/science.1240487
   PubMed Web of Science ®Google Scholar
• Granovetter, M. S. (1973). The strength of weak ties. The American Journal of Sociology, 78(6), 1360–1380. https://doi.org/10.1086/225469
   Web of Science ®Google Scholar
• Hagedorn, L. S., & Purnamasari, A. V. (2012). A realistic look at STEM and the role of community colleges. Community College Review, 40(2), 145–164. https://doi.org/10.1177/0091552112443701
   Google Scholar
• Hernandez, P. R., Woodcock, A., Estrada, M., & Schultz, W. P. (2018). Undergraduate research experiences broaden diversity in the scientific workforce. BioScience, 68(3), 204–211. https://doi.org/10.1093/biosci/bix163
   Web of Science ®Google Scholar
• Hunter, A. B., Laursen, S. L., & Seymour, E. (2007). Becoming a scientist: The role of undergraduate research in students’ cognitive, personal, and professional development. Science Education, 91(1), 36–74. https://doi.org/10.1002/sce.20173
   Web of Science ®Google Scholar
• Hurtado, S., Eagan, M. K., Tran, M. C., Newman, C. B., Chang, M. J., & Velasco, P. (2011). “We do science here”: Underrepresented students’ interactions with faculty in different college contexts. The Journal of Social Issues, 67(3), 553–579. https://doi.org/10.1111/j.1540-4560.2011.01714.x
   PubMed Web of Science ®Google Scholar
• Huziak-clark, T., Sondergeld, T., van Staaden, M., Knaggs, C., & Bullerjahn, A. (2015). Assessing the impact of a research-based STEM program on STEM majors’ attitudes and beliefs. School Science and Mathematics, 115(5), 226–236. https://doi.org/10.1111/ssm.12118
   Web of Science ®Google Scholar
• Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in US schools. Educational Researcher, 35(7), 3–12. https://doi.org/10.3102/0013189X035007003
   Google Scholar
• Lakoff, G., & Johnson, M. (2008). Metaphors we live by. University of Chicago press.
   Google Scholar
• Laursen, S., Hunter, A. B., Seymour, E., Thiry, H., & Melton, G. (2010). Undergraduate research in the sciences: Engaging students in real science. John Wiley & Sons.
   Google Scholar
• Linn, M. C., Palmer, E., Baranger, A., Gerard, E., & Stone, E. (2015). Undergraduate research experiences: Impacts and opportunities. Science, 347(6222), 627–633. https://doi.org/10.1126/science.1261757
   Web of Science ®Google Scholar
• Logan, J., Hughes, T., & Logan, B. (2016). Overworked? An observation of the relationship between student employment and academic performance. Journal of College Student Retention: Research, Theory & Practice, 18(3), 250–262. https://doi.org/10.1177/2F1521025115622777
   Google Scholar
• Lopatto, D. (2004). Survey of undergraduate research experience (SURE): First findings. Cell Biology Education, 3, 270–277. https://doi.org/10.1187/2Fcbe.04-07-0045
   PubMedGoogle Scholar
• Lopatto, D., & Williams, P. (2007). Undergraduate research experiences support science career decisions and active learning. CBE - Life Sciences Education, 6(4), 297–306. https://doi.org/10.1187/cbe.07-06-0039
   PubMedGoogle Scholar
• Malcom, L. E. (2010). Charting the pathways to STEM for Latina/o students: The role of community colleges. New Directions for Institutional Research, 2010(148), 29–40. https://doi.org/10.1002/ir.359
   Google Scholar
• National Academies of Sciences, Engineering, and Medicine. (2016). Barriers and opportunities for 2-year and 4-year STEM degrees: Systemic change to support students’ diverse pathways. The National Academies Press. https://doi.org/10.17226/21739
   Google Scholar
• National Center for Science and Engineering Statistics. (2021). Women, minorities, and persons with disabilities in science and engineering: 2021. Special Report NSF 21-231, VA. https://ncses.nsf.gov/wmpd
   Google Scholar
• Nerio, R., Webber, A., MacLachlan, E., Lopatto, D., Caplan, A. J., & Hewlett, J. (2019). One-year research experience for associate’s degree students impacts graduation, STEM retention, and transfer patterns. CBE - Life Sciences Education, 18(2), 1–9. https://doi.org/10.1187/cbe.19-02-0042
   Web of Science ®Google Scholar
• Palmer, R. T., & Wood, J. L. (2013). Community colleges and STEM: Examining underrepresented racial and ethnic minorities. Routledge.
   Google Scholar
• Pender, M., Marcotte, D. E., Domingo, M. R. S., & Maton, K. I. (2010). The STEM pipeline: The role of summer research experience in minority students’ Ph. D. aspirations. Education Policy Analysis Archives, 18(30), 1–36.
   PubMedGoogle Scholar
• Reyes, M. E. (2011). Unique challenges for women of color in STEM transferring from community colleges to universities. Harvard Educational Review, 81(2), 241–263. https://doi.org/10.17763/haer.81.2.324m5t1535026g76
   Web of Science ®Google Scholar
• Rodriguez, S. L., Cunningham, K., & Jordan, A. (2017). What a scientist looks like: How community colleges can utilize and enhance science identity development as a means to improve success for women of color. Community College Journal of Research and Practice, 41(4–5), 232–238. https://doi.org/10.1080/10668926.2016.1251354
   Web of Science ®Google Scholar
• Rodríguez, L. F., & Oseguera, L. (2015). Our deliberate success: Recognizing what works for Latina/o students across the educational pipeline. Journal of Hispanic Higher Education, 14(2), 128–150. https://doi.org/10.1177/2F1538192715570637
   Google Scholar
• Roscigno, V. J., Tomaskovic Devey, D., & Crowley, M. (2006). Education and the inequalities of place. Social Forces, 84(4), 2121–2145. https://doi.org/10.1353/sof.2006.0108
   Web of Science ®Google Scholar
• Russell, S. H., Hancock, M. P., & McCullough, J. (2007). The pipeline. Benefits of undergraduate research experiences. Science (American Association for the Advancement of Science), 316(5824), 548–549. https://doi.org/10.1126/science.1140384
   Google Scholar
• Ryan, S. (2016). Ambitions in action: Investigating college enrollment among Latinx youth who expect to complete a bachelor’s degree. Journal of Hispanic Higher Education, 15(1), 3–21. https://doi.org/10.1177/1538192715584191
   Google Scholar
• Ryan, S., & Romero, L. (2019). The Past, Present, and Future of Social Capital Measurement among transition-age youth. In Contemporary Perspectives on Social Capital in Educational Contexts. Information Age Publishing.
   Google Scholar
• Sánchez, B., Mroczkowski, A. L., Flores, L. Y., de Los Reyes, W., Ruiz, J., & Rasgado-Flores, H. (2021). How mentors contribute to latinx adolescents’ social capital in the sciences. Journal of Adolescent Research. https://doi.org/10.1177/2F0743558420985454
   Web of Science ®Google Scholar
• Schultz, P. W., Hernandez, P. R., Woodcock, A., Estrada, M., Chance, R. C., Aguilar, M., & Serpe, R. T. (2011). Patching the pipeline: Reducing educational disparities in the sciences through minority training programs. Educational Evaluation and Policy Analysis, 33(1), 95–114. https://doi.org/10.3102/2F0162373710392371
   Web of Science ®Google Scholar
• Shuster, M. I., Curtiss, J., Wright, T. F., Champion, C., Sharifi, M., & Bosland, J. (2019). Implementing and evaluating a course-based undergraduate research experience (CURE) at a Hispanic-serving institution. Interdisciplinary Journal of Problem-Based Learning, 13(2). https://doi.org/10.7771/1541-5015.1806
   Web of Science ®Google Scholar
• Stanton-Salazar, R. D. (2011). A social capital framework for the study of institutional agents and their role in the empowerment of low-status students and youth. Youth & Society, 43(3), 1066–1109. https://doi.org/10.1177/0044118X10382877
   Web of Science ®Google Scholar
• Thiry, H., Laursen, S. L., & Hunter, A. (2011). What experiences help students become scientists?: A comparative study of research and other sources of personal and professional gains for STEM undergraduates. The Journal of Higher Education, 82(4), 357–388. https://doi.org/10.1080/00221546.2011.11777209
   Web of Science ®Google Scholar
• Tseng, V., & Seidman, E. (2007). A systems framework for understanding social settings. American Journal of Community Psychology, 39(3–4), 217–228. https://doi.org/10.1007/s10464-007-9101-8
   PubMed Web of Science ®Google Scholar
• Vincent-Ruz, P., & Schunn, C. D. (2018). The nature of science identity and its role as the driver of student choices. International Journal of STEM Education, 5(1), 1–12. https://doi.org/10.1186/s40594-018-0140-5
   PubMedGoogle Scholar
• Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69–91. https://doi.org/10.1080/1361332052000341006
   Google Scholar