Abstract
As undergraduate students cultivate their scientific knowledge and abilities, several high-impact educational practices such as undergraduate research and global experiences have proven exponentially beneficial for their development and success. Current literature on underrepresented racial and ethnic minorities has focused primarily on the impact of undergraduate research on this subpopulation. However, fewer studies have explored the impact of global research experiences and women of color in international research experiences. Grounded in the theoretical frameworks of Social Cognitive Career Theory, Intersectionality, and Community Cultural Wealth, this present study explored the impact of international undergraduate research experiences on women of color from groups underrepresented in chemistry. We found that, after participating in international research, women of color from historically underrepresented groups (1) were aware of the realities of being a woman and a minority in STEM, (2) had utilized a wealth of cultural capital to navigate the international research experience, (3) had recognized the value of the international research experience on their personal growth, and (4) had recognized the benefits of their international research experience on postundergraduate pursuits. The findings suggest that international research experiences contribute substantially to the holistic development of women of color in scientific disciplines such as chemistry.
Highlights
As undergraduate students cultivate their scientific knowledge and abilities, several high-impact educational practices such as undergraduate research and global experiences have proven exponentially beneficial for their development and success
Global educational experiences have the potential to be transformative for students with access to such opportunities.[5−7] While it is common for senior professionals in academia, industry, and other fields to actively engage in international research for collaboration and the advancement of innovation with respect to their disciplines, it is less common for students at the undergraduate level to have these global experiences
Of the students that engage in these types of experiences, few United States (U.S.) students from underrepresented racial and ethnic minority (UREM) groups participate in study abroad or study travel,[8] and fewer still conduct research abroad during this very formative period of their development as scientists
Summary
As undergraduate students cultivate their scientific knowledge and abilities, several high-impact educational practices such as undergraduate research and global experiences have proven exponentially beneficial for their development and success. High-impact practices such as undergraduate research, global and capstone experiences, common intellectual experiences, learning communities, and communication-intensive courses (written and oral), among others, have been explored for their efficacy in supporting students’ identity development and acclimation to the disciplines and culture of the scientific community.[1−3] As these experiences have been explored, several leaders have postulated that combining or layering these practices could have positive and potentially additive effects on student outcomes. Studies testing this hypothesis have found that layering high-impact practices can yield positive student outcomes.[4]. Journal of Chemical Education pubs.acs.org/jchemeduc graduate students are afforded a unique opportunity to engage in scholarly research pursuits and collaborations worldwide and broaden their perspectives of other countries and cultures
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