Anatomy in Cuvier's Paris: Broadening participation through an international research program for historically minoritized undergraduates.
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| Title: | Anatomy in Cuvier's Paris: Broadening participation through an international research program for historically minoritized undergraduates. |
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| Authors: | Cerda‐Smith, Jacqueline1 (AUTHOR), Deutsch, Ashley R.2,3 (AUTHOR), Hartstone‐Rose, Adam2 (AUTHOR) adamhrose@ncsu.edu |
| Source: | Anatomical Sciences Education. Mar2026, Vol. 19 Issue 3, p371-384. 14p. |
| Abstract: | Most research programs recruit students with high grades, previous lab experience, and strong supervisor recommendations. However, these requirements can bar students from historically marginalized backgrounds from gaining these kinds of valuable experiences, thus contributing to the well documented limited diversity in science, technology, engineering, and mathematics (STEM). To address this issue, we recruited three cohorts of undergraduate students from institutions with few research resources, regardless of academic success and previous research experience, to participate in an intensive, international research program. Therefore, participants in this study (N = 18, Mage = 21.11) are predominantly from backgrounds considered to be underrepresented in STEM based on their self‐described gender identity (66.7% female, 5.6% non‐binary/not sure), race/ethnicity (16.7% Black, 22.2% Latina/o/e/x, 22.2% Multiracial), ability (33% disabled or neurodivergent), and/or socioeconomic status (44.5% lower‐ or middle‐class). Survey data were collected before and after students participated in the international program to explore changes in their science identity, research self‐efficacy, and STEM career interests. Even with a small sample, the program significantly impacted the overall sample. Participants demonstrated enhanced science identity. Furthermore, the program influenced students' STEM career interests. Although some students leaned away from research trajectories after participating in the research program, most increased research interests. These results affirm that a program designed to give research experience to historically marginalized students can benefit their science identity and career trajectories. The implications of such programming could broaden participation in our academic field. [ABSTRACT FROM AUTHOR] |
| Copyright of Anatomical Sciences Education is the property of Wiley-Blackwell 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.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192373489 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Anatomy in Cuvier's Paris: Broadening participation through an international research program for historically minoritized undergraduates. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Cerda‐Smith%2C+Jacqueline%22">Cerda‐Smith, Jacqueline</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Deutsch%2C+Ashley+R%2E%22">Deutsch, Ashley R.</searchLink><relatesTo>2,3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hartstone‐Rose%2C+Adam%22">Hartstone‐Rose, Adam</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> adamhrose@ncsu.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Anatomical+Sciences+Education%22">Anatomical Sciences Education</searchLink>. Mar2026, Vol. 19 Issue 3, p371-384. 14p. – Name: Abstract Label: Abstract Group: Ab Data: Most research programs recruit students with high grades, previous lab experience, and strong supervisor recommendations. However, these requirements can bar students from historically marginalized backgrounds from gaining these kinds of valuable experiences, thus contributing to the well documented limited diversity in science, technology, engineering, and mathematics (STEM). To address this issue, we recruited three cohorts of undergraduate students from institutions with few research resources, regardless of academic success and previous research experience, to participate in an intensive, international research program. Therefore, participants in this study (N = 18, Mage = 21.11) are predominantly from backgrounds considered to be underrepresented in STEM based on their self‐described gender identity (66.7% female, 5.6% non‐binary/not sure), race/ethnicity (16.7% Black, 22.2% Latina/o/e/x, 22.2% Multiracial), ability (33% disabled or neurodivergent), and/or socioeconomic status (44.5% lower‐ or middle‐class). Survey data were collected before and after students participated in the international program to explore changes in their science identity, research self‐efficacy, and STEM career interests. Even with a small sample, the program significantly impacted the overall sample. Participants demonstrated enhanced science identity. Furthermore, the program influenced students' STEM career interests. Although some students leaned away from research trajectories after participating in the research program, most increased research interests. These results affirm that a program designed to give research experience to historically marginalized students can benefit their science identity and career trajectories. The implications of such programming could broaden participation in our academic field. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Anatomical Sciences Education is the property of Wiley-Blackwell 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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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/ase.70190 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 371 Titles: – TitleFull: Anatomy in Cuvier's Paris: Broadening participation through an international research program for historically minoritized undergraduates. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Cerda‐Smith, Jacqueline – PersonEntity: Name: NameFull: Deutsch, Ashley R. – PersonEntity: Name: NameFull: Hartstone‐Rose, Adam IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 19359772 Numbering: – Type: volume Value: 19 – Type: issue Value: 3 Titles: – TitleFull: Anatomical Sciences Education Type: main |
| ResultId | 1 |
