Importance of Undergraduate Research for Minority Persistence and Achievement in Biology

By Melanie T. Jones, A. Barlow, M. Villarejo. 2010

319 citations recorded by the source corpus.

Subfields: Education, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/e78b66d2425dc48918cdfe01669655e4aff4700d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Gita Bangera
2. Sara Brownell
3. Jennifer G. Cromley
4. D. Carter
5. Ting Dai
6. H. Ro
7. Roger Azevedo
8. B. Zimmerman

In Safety Research

1. Sara Brownell
2. Jennifer G. Cromley
3. Ting Dai
4. Gita Bangera

In Social Psychology

1. Sara Brownell
2. Jennifer G. Cromley
3. D. Carter
4. Ting Dai
5. Gita Bangera
6. H. Ro

Citations in the corpus

• Course-Based Undergraduate Research Experiences Can Make Scientific Research More Inclusive (2014, background): “…experiences has been shown to increase interest in pursuing a PhD (Seymour et al., 2004; Russell et al., 2007) and seems to be particularly beneficial for students from histor ically underrepresented backgrounds (Villarejo et al., 2008; Jones et al., 2010; Espinosa, 2011; Hernandez et al., 2013).”
• The Relationship between Undergraduate Research Participation and Subsequent Research Performance of Early Career STEM Graduate Students (2015, unknown): “Studies on undergraduate research also highlight that duration of the research experience is important in understanding subsequent outcomes (Fechheimer, Webber, & Kleiber, 2010; Jones et al., 2010; Russell et al., 2007; Zydney, Bennett, Shahid, & Bauer, 2013).”
• Co-Curricular Connections: The Role of Undergraduate Research Experiences in Promoting Engineering Students’ Communication, Teamwork, and Leadership Skills (2016, background): “Undergraduate research also is positively associated with higher GPAs and persistence in STEM majors; students participating in UR are more likely to graduate within 5 years than students who do not participate (Craney et al. 2011; Jones et al. 2010).”
• Changes in implicit theories of ability in biology and dropout from STEM majors: A latent growth curve approach (2014, methodology): “…retention identified by prior research—cognition and prior knowledge (Feldon, Timmerman, Stowe, & Showman, 2010; Wai et al., 2010), course achievement in gateway STEM courses (Gasiewski et al., 2012; Jones et al., 2010), and beliefs and motivation (Perez et al., 2013; Rigali-Oiler & Kurpius, 2013).”