Science Identity among Latinx Students in the Biomedical Sciences: The Role of a Critical Race Theory-Informed Undergraduate Research Experience.

Underrepresented racial minority (URM) students in science, technology, engineering, and mathematics majors encounter educational, social, and structural challenges on the path toward their degrees and careers. An undergraduate research program grounded in critical race theory was developed and implemented to address this disparity. NIH BUILD PODER focuses on developing science identities in URM students through a culturally relevant and responsive research training environment, ultimately increasing their pursuit of biomedical-related research careers. The current study examines differences in science identities and the intention to pursue a science career among a sample of undergraduate Latinx seniors (N = 102) in biomedical science majors. Three groups were examined: 1) BUILD PODER students, 2) non-BUILD PODER students who reported having a faculty mentor, and 3) non-BUILD PODER students who reported no faculty mentorship. Results revealed that BUILD PODER students reported the highest levels of science personal-identity and science social-identity upon graduation. Additionally, BUILD PODER students and non-BUILD PODER students with a mentor reported greater levels of science social-identity than those without a mentor. BUILD PODER students also reported the strongest intentions to pursue a science career after college. These results highlight the importance of identity processes in the success of Latinx college students in biomedical science majors.

Just Good Developmental Science: Trust, Identity, and Responsibility in Ethnic Minority Recruitment and Retention.

Given the noted difficulty of recruiting and retaining ethnic and racial minority populations into various kinds of research endeavors (e.g., basic, prevention, intervention, health), they remain underrepresented and thus underserved by the research community as compared to other US groups. As developmental scientists, we often ask questions that imply longitudinal research designs, and thus, issues of attentiveness and responsiveness are paramount to the successful engagement (i.e., recruitment) and sustainability (i.e., retention) of our research with ethnic/racial minority samples. The goal of this chapter is to advance an ongoing dialogue about much of the work researchers of ethnic/racial minority child and youth development do in order to effectually recruit and retain youth and families but that is not often obvious to colleagues and readers of the final products. We frame our discussion with three key broadly significant themes: the role of trust, researcher identity and insider/outsider status, and responsibility. Perhaps most importantly, throughout the chapter, we provide concrete examples of the ways in which developmental scientists are transforming potential recruitment and retention challenges into opportunities in their own research programs.