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Related Experiment Video

Updated: Jan 10, 2026

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology
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Empowering Underrepresented Minority Students: a STEM-Focused Research Internship Program Bridging the Path to

Ihsan Elkhider1, Nishika T Edwards1, Richard L Goodwin2

  • 1Biomedical Sciences, University of South Carolina School of Medicine Greenville, Greenville, SC 29605 USA.

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|November 24, 2025
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Summary

This research program successfully boosted diversity in STEMM fields by integrating research internships and stipends for underrepresented minority students. Both mentors and students reported high satisfaction, indicating program effectiveness in professional development.

Keywords:
InternshipMentorsResearchUnderrepresented Minorities (URMs)

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Area of Science:

  • Science, Technology, Engineering, Math, and Medicine (STEMM) education
  • Diversity and inclusion in STEMM

Background:

  • Few programs offer integrated research internships and summer education for student participants.
  • Underrepresented minority (URM) students face financial stress that can hinder research and professional development.

Purpose of the Study:

  • To assess the impact of a Research Education Program (REP) integrating research internships and stipends for URM students.
  • To evaluate mentor and student satisfaction with the program's effectiveness in fostering research skills and professional development.

Main Methods:

  • Integrated a research internship into a summer curriculum for URM students.
  • Provided stipends to alleviate financial stress.
  • Collected satisfaction data from research mentors and student interns.

Main Results:

  • Over 90% of research mentors were satisfied with interns' research abilities and readiness.
  • Over 80% of student interns reported satisfaction with professional development gains in research, oral, and written communication.
  • A significant positive association was found between student satisfaction and mentor evaluations of student performance.

Conclusions:

  • The REP effectively enhanced URM students' research skills and professional development.
  • The program's integrated approach, including financial support, positively impacted student and mentor satisfaction.
  • The findings support the REP model for increasing diversity and success in STEMM fields.