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Related Concept Videos

Case Studies01:22

Case Studies

There are many research methods available to psychologists in their efforts to understand, describe, and explain behavior and the cognitive and biological processes that underlie it.
Diversity of Protists II01:27

Diversity of Protists II

Alveolates are a group of organisms recognized by the presence of alveoli, which are cytoplasmic sacs located beneath the cell membrane. While their function remains uncertain, alveoli may help regulate water balance by controlling how much water enters and leaves the cell. In dinoflagellates, these structures may serve as armor plates. There are three major types of alveolates: ciliates, which move using cilia; dinoflagellates, which use flagella for movement; and apicomplexans, which are...
Diversity of Protists IV01:27

Diversity of Protists IV

Amoebozoa represent a diverse group of terrestrial and aquatic protists that utilize lobe-shaped pseudopodia for locomotion and feeding. This characteristic differentiates them from the Rhizaria, which possess threadlike pseudopodia. The primary classifications within Amoebozoa include gymnamoebas, entamoebas, and the plasmodial and cellular slime molds. Phylogenetic evidence indicates that Amoebozoa diverged from a lineage that ultimately gave rise to fungi and animals.Gymnamoebas and...
Diversity of Protists III01:27

Diversity of Protists III

Rhizaria are a diverse group of unicellular protists characterized by their threadlike cytoplasmic extensions known as pseudopodia. These structures aid in both locomotion and feeding, giving Rhizaria an amoeboid appearance. Their amoeboid morphology once led to taxonomic confusion, but molecular phylogenetics has clarified their evolutionary placement and emphasized their shared use of pseudopodia despite divergent lineages.This clade comprises diverse lineages such as Chlorarachniophyta,...
Diversity of Protists I01:15

Diversity of Protists I

Excavata is a diverse group of protists that includes both chemoorganotrophic and phototrophic species, with some thriving in anaerobic environments. Among the key groups within Excavata are diplomonads and parabasalids, which are flagellated protists that lack mitochondria and chloroplasts. These microorganisms typically inhabit anoxic environments, such as the intestines of animals, where they exist either symbiotically or as parasites, relying on fermentation for energy production. Some...
Surveys02:16

Surveys

Often, psychologists develop surveys as a means of gathering data. Surveys are lists of questions to be answered by research participants, and can be delivered as paper-and-pencil questionnaires, administered electronically, or conducted verbally. Generally, the survey itself can be completed in a short time, and the ease of administering a survey makes it easy to collect data from a large number of people.

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Diversifying Science: Underrepresented Student Experiences in Structured Research Programs.

Sylvia Hurtado1, Nolan L Cabrera, Monica H Lin

  • 1University of California, 405 Hilgard Ave., 3005 Moore Hall, Los Angeles, CA 90095-1521, USA.

Research in Higher Education
|March 19, 2013
PubMed
Summary
This summary is machine-generated.

Underrepresented students in science programs gain confidence and career goals. Their experiences highlight the importance of inclusive environments and addressing racial and social stigma in scientific training.

Keywords:
IdentityRacial/ethnic minoritiesSelf-efficacyStigmaUndergraduate science research

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Published on: September 4, 2019

Area of Science:

  • STEM Education
  • Sociology of Science

Background:

  • Structured science research programs aim to increase participation of underrepresented students.
  • Understanding student experiences is crucial for program improvement and inclusivity.

Purpose of the Study:

  • To explore how underrepresented students experience structured undergraduate science research programs.
  • To identify factors influencing their scientific identity, self-efficacy, and career goals.

Main Methods:

  • Qualitative study involving focus group discussions with students from four institutions.
  • Analysis of themes related to becoming a scientist, science culture, and social/racial stigma.

Main Results:

  • Students identified key factors for becoming scientists.
  • Experiences revealed complexities of race and social stigma within scientific training.
  • Participants reported positive experiences with science culture, strong science identities, and clear career aspirations.

Conclusions:

  • Structured science programs foster positive scientific identities and career goals.
  • Addressing racial and social stigma is essential for equitable science training.
  • Inclusive research environments are vital for underrepresented students' success in science.