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Area of Science:

  • Biomedical Research Training
  • STEM Workforce Diversity
  • Undergraduate Education

Background:

  • STEM fields face diversity challenges, with underrepresented students encountering systemic barriers.
  • Existing research training programs aim to mitigate these barriers but student perspectives are under-examined.
  • Understanding student experiences is crucial for optimizing intervention effectiveness.

Purpose of the Study:

  • To investigate how undergraduate students from historically underrepresented backgrounds perceive and value components of a comprehensive research training program.
  • To identify specific program elements that address barriers and support student success in research, academics, and career development.
  • To explore the student perspective on factors contributing to retention and belonging in STEM.

Main Methods:

  • Qualitative interviews were conducted with 15 participants in a biomedical research training program.
  • The study analyzed participant narratives to understand their experiences with program interventions.
  • Focus was placed on how program components addressed individual student needs and circumstances.

Main Results:

  • Students reported significant benefits from authentic research experiences, mentorship, and supplemental curriculum.
  • Financial assistance and a supportive program environment were key factors in addressing barriers.
  • Participants developed science identity, efficacy, and a sense of belonging within the program community.

Conclusions:

  • Multi-faceted research training programs are effective in supporting students historically underrepresented in biomedical research.
  • Tailored interventions addressing financial, academic, and social-emotional needs enhance student retention and development.
  • These programs foster a sense of belonging crucial for long-term engagement in STEM careers.