Abstract
ABSTRACT Researchers used a qualitative research method of inquiry with a phenomenological approach to explore the lived experiences among faculty mentors and Graduate Research Assistants (GRA) who participated in a GRA training program. Following data analysis, several factors were identified that were consistent with a positive research training environment: faculty modeled positive and appropriate scientific attitudes; faculty helped students get involved in research in a non-threatening manner; and faculty helped students understand that research studies are not perfect. Several factors were also consistent with Community Cultural Wealth: linguistic, social, navigational, resistant, and aspirational capital. Several implications from this study are that institutions of higher education should continue to explore programs to support research training environments and community cultural wealth among culturally diverse students.
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