Scientific Identity Development.

Scientific IdentityThe Value of High Impact Practices in Undergraduate Research for Underrepresented Students

Presenter: Dr. Elisa Velasquez

Co-Presenter(s):
Camille Babida, Marc Sevilla & Mariana Guerreroro

Presenter Status: Faculty

Academic Year: 22-23

Semester: Spring

Faculty Mentor: Elisa Velazquez

Department: Psychology

Funding Source/Sponsor: Other

Other Funding Source/Program: Travel awards: School of Social Sciences and Office of Diversity, Equity and Inclusion.

President's Strategic Plan Goal: Diversity and Social Justice

Screenshot URL: https://drive.google.com/uc?id=1run-Q_0aUjEm73fryIff6ZIf54QPYwPD

Abstract:
Undergraduate research experience (URE), a high-impact academic practice, prepares college students for graduate studies. It promotes team ethics, problem-solving, and communication skills (Amayá, et. al., 2018), as well as student engagement, research skills, and professional development (Lapatto, 2010). In comparison to majority students, students of color (SOC) have lower URE participation. They may be hesitant to pursue UREs due to a lack of representation of their identities at all levels of the university; hence, they may not see themselves as capable of pursuing academia or may lack awareness of research opportunities on campus. Financial and psychosocial barriers may deter them from engaging in research and pursuing graduate education (Amayá, et. al., 2018; Pierszalowski, 2021). In this paper, we will present qualitative results from a case study documenting the experience of one Latina and two Filipina/o undergraduate psychology students (n=3) who joined the “Health Disparities & Social Justice Lab”. We will report: (a) our research journey, process, reflections, learning, growth, and outcomes of the research involvement of three SOC, which resulted in the development and delivery of a workshop addressing health disparities through a psychological lens, and (b) the qualitative analysis of the responses of psychology undergraduates (n=10) who participated in our health disparities workshop. In sum, our involvement in this URE, allowed us to develop our scientific identity, strengthen our self-efficacy, and empower us to conduct psychological research and develop a health disparities workshop. Furthermore, we gained personal and academic skills that prepared us for the graduate work ahead as we apply to clinical Ph.D. and MD programs. We made a positive impact in our workshop for undergraduates by motivating them to address inequity issues in their own lives and future professional work. Through this experience, we became inspired and prepared to be the next generation of health experts committed to reducing mental and medical health disparities. We strongly recommend that teaching institutions make a deliberate commitment to allocate enough funding for underrepresented students to participate in those opportunities to diversify the representation of doctoral candidates, researchers, professors, and the future workforce in the U.S.