Course-Based Undergraduate Research Experiences’ Influence on STEM Belonging
DOI:
https://doi.org/10.55420/2693.9193.v15.n2.331Keywords:
course based undergraduate research experience, STEM belonging, underrepresented students in STEM, Hispanic serving institution, benefit of undergraduate research experienceAbstract
Course-Based Undergraduate Research Experiences (CUREs) offer scalable opportunities for undergraduate students to engage in authentic scientific research, with prior studies suggesting their potential to enhance STEM retention and foster a sense of belonging. This study examines the effects of CUREs on STEM belonging among students at a Hispanic-Serving Institution, focusing on the moderating influence of demographic variables such as ethnicity, gender, financial aid status, and first-generation college status. Using a pre- and post-intervention survey with 115 participants across four health sciences courses, we measured belonging in STEM subfields (science, technology, engineering, and math) using the Student Attitudes Toward Science, Technology, Engineering, and Math (S-STEM) scale.
Results revealed significant increases in engineering/technology (t(114) = -5.88, p < .001) following the CUREs intervention. There was notable interaction between Hispanic/Latino ethnicity and math belonging. Non-Hispanic/Latino students reported a statistically significant increase in math belonging, while Hispanic/Latino students, despite higher initial scores, showed no significant change (F(1, 84) = 6.74, p = .011, ?² = .074). These findings underscore the complexity of fostering belonging in STEM, particularly for historically minoritized groups.
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