From Imposter to Innovator: How Underrepresented Minority STEM Undergraduate Researchers Forge Their Science Identity in a Historically White Space

Abstract

Despite considerable progress and extensive initiatives aimed at reducing disparities, significant gaps persist in the educational attainment of underrepresented minority (URM) students compared to their White and Asian counterparts. Research has demonstrated that undergraduate research participation, coupled with mentoring, enhances persistence in science, technology, engineering, and mathematics (STEM) fields and facilitates entry into graduate and doctoral programs. This study investigates the lived experiences of URM STEM students engaged in research at a historically White institution in the southern United States with a strong emphasis on STEM disciplines. Through narrative analysis, this research identifies recurring themes that illuminate students' experiences and highlight areas where additional support is needed. Furthermore, interventions designed to enhance undergraduate research engagement, strengthen science self-efficacy, and improve graduate school matriculation rates among URM STEM students were developed, implemented, and evaluated for effectiveness.