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Undergraduate Research Science Capital: Measuring capacity to engage in research

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  • Evelyn Abagayle Boyd
  • Kelly Best Lazar

Abstract

Undergraduate research has been identified as a high-impact educational practice. However, despite the body of evidence on the outcomes of undergraduate research, few studies have focused on the influences students face regarding participation. Developed using Science Capital and Social Cognitive Career Theory, a survey comprised of potential influences to undergraduate science research participation was disseminated to science majors at four R1 institutions in the Southeastern United States. Participation rates across several demographic factors and effect of participation influences were analysed. Results reveal a significantly greater proportion of the Lesbian, Gay, Bisexual, Transgender, Queer, Plus (LGBTQ+) and disability communities indicating participating in research than their peers. Additionally, fourteen participation influences were identified as having a significant difference in their level of influence to the ability to participate in research between researchers and non-researchers. These include professor influence, interest in research, interest in science, coursework in the major, and major all being rated as opportunities with a significant difference of effect between researchers and those who have not yet participated in research. The results of this study will be beneficial for science departments and their respective institutions to improve the equity of access to their undergraduate research experiences.

Suggested Citation

  • Evelyn Abagayle Boyd & Kelly Best Lazar, 2024. "Undergraduate Research Science Capital: Measuring capacity to engage in research," PLOS ONE, Public Library of Science, vol. 19(10), pages 1-21, October.
    • Handle: RePEc:plo:pone00:0310053
    DOI: 10.1371/journal.pone.0310053
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    References listed on IDEAS

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    1. Jon Freeman, 2018. "LGBTQ scientists are still left out," Nature, Nature, vol. 559(7712), pages 27-28, July.
    2. 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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