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

• DOI: 10.1187/cbe.19-06-0124
• Publication Date: 2021-05-03T15:25:06Z
• Authors: Tissyana C. Camacho; Yolanda Vasquez-S...; Gabriela Chavira; David Boyns; Scott Appelrouth; Carrie Saetermoe; Crist Khachikian
• Keywords: Mentorship; Graduation (instrument); Underrepresented Minority

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