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A Systematic Review of Barriers to Accessing Undergraduate Research for STEM Students: Problematizing Under-Researched Factors for Students of Color

Author

Listed:
  • Sophie Pierszalowski

    (Undergraduate Academic Affairs, University of Washington, Seattle, WA 98195, USA)

  • Jana Bouwma-Gearhart

    (College of Education, Oregon State University, Corvallis, OR 97331, USA)

  • Lindsay Marlow

    (Library Services, Buffalo School District, Buffalo, NY 14202, USA)

Abstract

While the benefits of undergraduate research experiences for students from underrepresented racial/ethnic groups have been well explored, more research is needed to better understand how students of color access these experiences. We summarize a non-structured review of literature that highlights barriers to success that students of color face in relation to STEM programming at the postsecondary level. Building from this, we report on a structured review of barriers to accessing undergraduate research. We discuss implications of the relative lack of research on access to undergraduate research for students of color at postsecondary institutions. We consider how barriers for the success and persistence of students of color in postsecondary STEM, overall, may manifest as barriers to accessing the undergraduate research experiences argued to help reduce these barriers. With the hope of guiding future relevant action, we put forth recommendations for researchers and practitioners.

Suggested Citation

  • Sophie Pierszalowski & Jana Bouwma-Gearhart & Lindsay Marlow, 2021. "A Systematic Review of Barriers to Accessing Undergraduate Research for STEM Students: Problematizing Under-Researched Factors for Students of Color," Social Sciences, MDPI, vol. 10(9), pages 1-43, September.
    • Handle: RePEc:gam:jscscx:v:10:y:2021:i:9:p:328-:d:627954
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    References listed on IDEAS

    as
    1. Melanie T. Jones & Amy E. L. Barlow & Merna Villarejo, 2010. "Importance of Undergraduate Research for Minority Persistence and Achievement in Biology," The Journal of Higher Education, Taylor & Francis Journals, vol. 81(1), pages 82-115, January.
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    Cited by:

    1. Claudia McLaughlin Ludwig & Rebecca A. Howsmon & Shelley Stromholt & Jacob J. Valenzuela & Rachel Calder & Nitin S. Baliga, 2024. "Consequential insights for advancing informal STEM learning and outcomes for students from historically marginalized communities," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-20, December.

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