Understanding STEM students’ perspectives on undergraduate research at a Hispanic-Serving Institution

To address the needs of the U.S. workforce, it is important to critically examine the practices that enhance (or hinder) students’ experiences in STEM fields. Undergraduate research experiences (UREs) are well-known as a high-impact practice that promotes student success and encourages the pursuit of a STEM career. However, students’ access to and understanding of UREs can vary widely by institution type. Hispanic-Serving Institutions (HSIs) serve one-third of all undergraduate students in U.S. postsecondary education, yet they remain an understudied area of research regarding UREs. Thus, this study explores students’ perceptions of undergraduate research and barriers to engagement in UREs at a large HSI for students majoring in STEM fields. Additionally, this work investigates whether students’ perceptions and perceived barriers differ based on whether they have or have not conducted undergraduate research. Students in this study ( N = 2,190) generally agree with the benefits of undergraduate research and generally disagree with the exclusionary stereotypes about who can participate in UREs, despite one of the two groups not engaging in research. This observation begs the question: if students who have not conducted research still recognize its value, what is holding them back? Further analysis showed a significant difference in the reported intensity of five of the 15 barriers studied, between students who had and those who had not conducted research, all of which point to issues of access and self-efficacy rather than a lack of appreciation for research. This study offers a detailed perspective on how STEM undergraduates at an HSI perceive undergraduate research and what barriers they face in accessing it. The results imply that instead of focusing on advertising the value of research to students, HSIs – which are more likely to enroll low-income and first-generation students of all backgrounds – should invest in reducing the barriers that prevent interested students from participating in the first place. By extension, this work enables institutions to make evidence-based decisions in providing equitable access to UREs, especially for minoritized students who may stand to benefit the most from this high-impact practice.