Evidence-Based Strategies for Improving Diversity and Inclusion in Undergraduate Research Labs

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dc.citation.journalTitleFrontiers in Psychologyen_US
dc.citation.volumeNumber10en_US
dc.contributor.authorAhmad, Afra Saeeden_US
dc.contributor.authorSabat, Isaacen_US
dc.contributor.authorTrump-Steele, Rachelen_US
dc.contributor.authorKing, Edenen_US
dc.date.accessioned2019-11-22T16:19:54Zen_US
dc.date.available2019-11-22T16:19:54Zen_US
dc.date.issued2019en_US
dc.description.abstractInstitutions of higher education strive to support diversity and inclusion efforts as they recognize the benefits at the undergraduate, graduate, and faculty levels (Terenzini et al., 2001; Denson and Chang, 2009; Pascarella et al., 2014; Moriña, 2017). Diversity can be defined as “the varied perspectives and approaches to work which members of different identity groups bring” (Thomas and Ely, 1996) and inclusion can be described as a person's ability to contribute fully and effectively to an organization (Miller, 1998; Mor Barak and Cherin, 1998). One strategy to diversify higher education is by focusing on creating a diverse pipeline, whereby undergraduates from different backgrounds engage in high quality research. These experiences provide students the ability to build competencies and achievement records that propel them to and through graduate school as well as beyond. Previous research has demonstrated that undergraduates who participate in research projects and positively interact with faculty are more likely to pursue and attain post-baccalaureate degrees as well as subsequent careers as faculty or research scientists (Pascarella and Terenzini, 1991; Astin, 1993; Tinto, 1993; Adedokun et al., 2013; Yaffe et al., 2014). Opportunity and mentorship are particularly critical for underrepresented students, as previous research has found that students' interactions with faculty members have a stronger influence on their decisions to pursue graduate education than their initial background characteristics (e.g., socio-economic status; Ethington and Smart, 1986; Pascarella and Terenzini, 1991; Carpi et al., 2017). While many mentors may intend to support minority student researchers, they may not be aware of how to do so. Thus, this paper will highlight some of the challenges faced by underrepresented students (i.e., students of color, lower socio-economic status, LGBT) and provide evidence-based solutions on how to recruit, select, retain students from diverse backgrounds to promote diversity and inclusion in undergraduate research labs working toward publishable research.en_US
dc.identifier.citationAhmad, Afra Saeed, Sabat, Isaac, Trump-Steele, Rachel, et al.. "Evidence-Based Strategies for Improving Diversity and Inclusion in Undergraduate Research Labs." <i>Frontiers in Psychology,</i> 10, (2019) Frontiers: https://doi.org/10.3389/fpsyg.2019.01305.en_US
dc.identifier.digitalfpsyg-10-01305en_US
dc.identifier.doihttps://doi.org/10.3389/fpsyg.2019.01305en_US
dc.identifier.urihttps://hdl.handle.net/1911/107714en_US
dc.language.isoengen_US
dc.publisherFrontiersen_US
dc.rightsThis is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.en_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/en_US
dc.titleEvidence-Based Strategies for Improving Diversity and Inclusion in Undergraduate Research Labsen_US
dc.typeJournal articleen_US
dc.type.dcmiTexten_US
dc.type.publicationpublisher versionen_US
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