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Bridging the Divide: Exploring Equity Gaps in Undergraduate Research Participation Among Black and African American and Hispanic and Latinx Students.

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Title: Bridging the Divide: Exploring Equity Gaps in Undergraduate Research Participation Among Black and African American and Hispanic and Latinx Students.
Authors: Hu, Tien-Ling1,2 (AUTHOR) thu05@wm.edu, Borden, Victor M. H.1 (AUTHOR)
Source: Research in Higher Education. Mar2025, Vol. 66 Issue 3, p1-44. 44p.
Abstract: This study delves into disparities in undergraduate research participation among Black/African American and Hispanic/Latinx students using large-scale, multi-institutional data. The study’s focus is guided by Intersectionality Theory and Quantitative Critical Theory, examining how race, social identities, academic majors, and institutional characteristics intersect for racially minoritized students in their engagement with undergraduate research. Additionally, the study explores how culturally engaging environments, such as Historically Black Colleges and Universities (HBCUs) and Hispanic-Serving Institutions (HSIs), play a role in the participation of historically underserved student populations in undergraduate research. The findings reveal significant disparities, indicating lower undergraduate research participation rates for first-generation Black/African and Hispanic/Latinx students. Notably, the findings suggest that enrolling at an HBCU is strongly associated with higher undergraduate research participation among Black/African and Hispanic/Latinx students. Specifically, enrolling at an HBCU appears to be correlated with reducing the effects of all other factors except enrollment in STEM majors. Conversely, enrolling at HSIs negatively correlates with participation for both Black/African American and Hispanic/Latinx students. The study underscores the critical need to address disparities in undergraduate research participation, providing insights into institutions striving to create equitable opportunities, especially for students from minoritized backgrounds. [ABSTRACT FROM AUTHOR]
Copyright of Research in Higher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Bridging the Divide: Exploring Equity Gaps in Undergraduate Research Participation Among Black and African American and Hispanic and Latinx Students.
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  Data: <searchLink fieldCode="JN" term="%22Research+in+Higher+Education%22">Research in Higher Education</searchLink>. Mar2025, Vol. 66 Issue 3, p1-44. 44p.
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  Data: This study delves into disparities in undergraduate research participation among Black/African American and Hispanic/Latinx students using large-scale, multi-institutional data. The study’s focus is guided by Intersectionality Theory and Quantitative Critical Theory, examining how race, social identities, academic majors, and institutional characteristics intersect for racially minoritized students in their engagement with undergraduate research. Additionally, the study explores how culturally engaging environments, such as Historically Black Colleges and Universities (HBCUs) and Hispanic-Serving Institutions (HSIs), play a role in the participation of historically underserved student populations in undergraduate research. The findings reveal significant disparities, indicating lower undergraduate research participation rates for first-generation Black/African and Hispanic/Latinx students. Notably, the findings suggest that enrolling at an HBCU is strongly associated with higher undergraduate research participation among Black/African and Hispanic/Latinx students. Specifically, enrolling at an HBCU appears to be correlated with reducing the effects of all other factors except enrollment in STEM majors. Conversely, enrolling at HSIs negatively correlates with participation for both Black/African American and Hispanic/Latinx students. The study underscores the critical need to address disparities in undergraduate research participation, providing insights into institutions striving to create equitable opportunities, especially for students from minoritized backgrounds. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Research in Higher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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