Research has shown that Undergraduate Research Experiences (URE) are important for student persistence in STEM; however, less is known about the individual factors affecting undergraduate students joining and persisting in UREs. Social influence theory describes these factors as influencing agents, which can be representatives from the academic community (such as instructors or fellow students), as well as contextual variables (such as journal articles or research posters). These influencing agents have been shown to impact students’ sense of belonging, experiences of stereotype threat, and their intentions to participate in academic community activities. Social psychologists have shown that social influence is ubiquitous—occurring frequently and in a variety of situations, but not much is known about social influence in the context of UREs. Influencing agents can impact interest and persistence, thus influencing the student intentionally or unintentionally in the academic environment. <br/><br/>In the present study, qualitative data was collected through interviews with individuals who participated in UREs in the Chemistry & Biochemistry department of a large research active Hispanic-Serving Institution along with open-ended responses to the Undergraduate Research Student Self-Assessment (URSSA) survey. Qualitative analysis via a priori coding and grounded theory was used to characterize influencing agents of UREs. Influencing agents are illustrated and defined through case studies of individuals with unique UREs. Viewing UREs in STEM through the lens of social influences can give insight into student persistence in undergraduate research and the factors that can help foster positive laboratory experiences.<b> </b>

Qualitative case study analysis of influencing agents supporting undergraduate research experiences in chemistry and biochemistry

ACS Spring 2022

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.