Empowering Early Researchers: A Simple Innovation Helps Undergraduates Overcome Challenges Related to Participating in High-Demand STEM Research

Undergraduate participation in university-led research continues to grow, offering significant educational benefits. However, access to research opportunities often remains part of the hidden curriculum, with limited guidance on how to join a lab. Our study supports this observation and introduces an intervention designed to help incoming undergraduates leverage both their assets and institutional resources to engage in research. We analyzed institutional data on undergraduate research enrollment, identified common barriers students face, and assessed their progress toward joining research labs. Our findings show that most STEM (Science, Technology, Engineering, and Mathematics) undergraduates expect research to play a significant role in their careers and intend to participate; however, many lack clarity on how to initiate their research endeavors. Participation disparities were evident: PEER (Persons Excluded because of their Ethnicity and Race) students were less likely to engage in their first year, and first-generation students were less likely to participate in later years. The intervention designed to improve these disparities was well received, with over 50% of participants reporting plans to use it; first-generation students, in particular, benefited from its components. These results suggest that targeted interventions can demystify the research process and promote more equitable access to undergraduate research experiences.