IDENTIFICATION OF SCIENCE STUDENTS’ OPPORTUNITIES AND BARRIERS TO UNDERGRADUATE RESEARCH EXPERIENCES

The positive outcomes of undergraduate research experiences (UREs) are well established in science fields. However, little is known about how students become involved in these experiences. Exploring the opportunities and barriers students face when considering participating in an URE can help faculty and departments improve equity of access to these experiences.

A survey was deployed to undergraduate science majors at a large R1 institution in the Southeastern United States. The respondents (n=124) were asked to rate several influences that have been previously identified in the literature (Likert-type scale of extreme barrier [1] to extreme opportunity [7]). Open-ended survey questions also allowed participants to add influences that may not have been mentioned in the survey and expound upon their quantitative responses.

Respondents identified fourteen opportunities (M>4.99) and eight barriers (M<4.00) to participation. Students without research experience (NR; n=55) were found to rate two barriers, social obligations (p=0.042) and awareness of research opportunities (p=0.002), as significantly greater barriers than their peers who had participated in an URE (R; n=69). Additionally, one neutral influence, finding research opportunities (p <0.001), was rated as a barrier by NR while remaining neutral for R. Three opportunities, academic major (p=0.044), professor influence (p=0.002), and interest in research (p=0.011), were rated as significantly greater opportunities by the R group when compared with the NR group.

Open-ended responses were coded by two researchers (ICR value=0.77). The most common entry method into UREs was students seeking out experiences on their own, which is diametrically opposed to the most common reason for students not participating: [perceived lack of] communication about available opportunities for UREs. Six new influences were also identified: influence of COVID, mental health, student persistence, travel, communication with students about opportunities, and students feeling intimidation. By analyzing the opportunities and barriers to entry into UREs, departments will be able to make evidence-based adaptations to current UREs recruitment practices.