STEM fields continue to grapple with challenges in representation and retention—especially for academically talented low-income students. Barriers like limited access to research, imposter syndrome, financial constraints, and a lack of relatable role models often hinder these students’ success. In my research mentorship, I intentionally address these gaps by fostering an environment where students feel supported, offering personalized guidance, connecting them with resources, and breaking down complex scientific processes into manageable, confidence-building steps. Early research exposure allows students to apply classroom knowledge in real-world settings, build a sense of belonging in STEM, and envision themselves as future scientists.
One of the most transformative interventions I’ve witnessed is the power of early research. Through the NSF-funded Western Alliance to Expand Opportunities (WAESO) grant, I’ve mentored students who came in uncertain about their role in science and left feeling like scientists. With WAESO’s support, I provided hands-on research experiences, guided students through scientific presentations, and held regular check-ins to build their scientific identity. Scaffolded assignments, one-on-one coaching, and peer collaboration helped students develop technical skills and confidence. The grant’s structured framework, which included funding and professional development opportunities, made a significant impact. Over two years, I’ve seen research spark curiosity and confidence. For example, two students in my ecology project were later admitted to the University of Hawaii, Hilo to study ecology. Another transferred to Arizona State University (ASU) and was accepted into a medical research internship before his first semester at ASU.
Why Research Matters for STEM Aspirations
Authentic research fosters more than technical skills—it strengthens purpose and motivation. The utility-value intervention (UVI) framework supports this by helping students connect academic tasks to personal values and goals. UVIs significantly improve performance and retention in science courses (Canning et al., 2018), and I see this firsthand in research mentorship.
When I mentored three students on an ecological project exploring Arizona wildflower substrates, they initially questioned whether they were “science people.” Through regular check-ins, guided inquiry, and leadership opportunities, they built skills and ownership over their work. Presenting at the 2024 Arizona Nevada Academy of Science (ANAS) Meeting, their first conference, was a turning point. One student told me, “I never thought I’d be able to talk about my own project in front of scientists. Now I feel like I could be one of them.” Their confidence grew as they spoke about their project with ease, reinforcing their STEM identity.
A National Academies report confirms early undergraduate research is a key predictor of STEM persistence and identity (2017). My experience aligns with this: students from low-income backgrounds develop confidence and belonging through early research. Institutions that invest in these opportunities foster not only academic success but also a more inclusive and resilient scientific community.
Preparing Students for Research Success
Structured mentorship and scaffolding are essential. I start by developing scientific literacy, using collaborative reading sessions to break down primary literature. I guide students through data collection, troubleshooting, and building story-driven posters. To boost confidence, I provide low-stakes practice opportunities, like peer mini-presentations and informal research check-ins.
This approach worked for a second student pair who presented microbiology research at the 2025 ANAS meeting. Later, they confidently explained their research to a mixed audience of faculty and peers. One reflected, “Explaining it again helped me feel more confident. I finally felt like I could answer questions like a real scientist.” Their ease in discussing their project was clear from audience interactions.
These experiences demystify STEM and build self-efficacy. For underrepresented students—who often lack research exposure or feel isolated—structured mentorship, community, and early engagement are especially impactful. Research-backed studies show these approaches narrow achievement gaps in STEM (Theobald et al., 2020).
Expanding Access Through Student-Focused Mentorship
Students from underrepresented backgrounds often don’t pursue research because they lack opportunity, not interest. WAESO was designed to change that. Every student I mentored had no prior research experience and was often unsure what research involved. Through mentorship, scaffolded skill-building, and supportive presentation opportunities, they not only succeeded—they thrived.
WAESO’s funding paired with intentional mentorship—scientific literacy development, data guidance, and community-building—helped students gain both competence and confidence. Mentorship also extended beyond experiments: I connected students with conferences, professional networks, and tools to make research accessible.
National data shows the need for this support. The NSF’s 2023 report highlights the underrepresentation of Hispanic and Black students in STEM, especially at the undergraduate level. My own experience reflects this: many of my students had curiosity but lacked access to resources and networks. Programs like WAESO are essential to bridging this gap.
Research as a Catalyst for STEM Identity
When students see themselves doing science, they begin to believe they are scientists—a critical identity shift. For all five students I mentored, presenting their research fundamentally changed how they viewed STEM. One said, “Now I feel like I could be one of them.” This shift occurred as they saw their work taken seriously and engaged in meaningful academic dialogue.
This sense of belonging predicts STEM persistence. Students with strong STEM identities are more likely to continue in STEM fields (Estrada, Hernandez, & Schultz, 2018). I support identity development by creating spaces where students take ownership, see relevance in their work, and practice communicating their science. By the end of their projects, students who were once hesitant now confidently articulated findings and engaged in discussions with professionals—clear indicators of a growing scientific identity.
This poster was presented at the 2024 Arizona Nevada Academy of Science meeting by Thasanee Morrissey’s first cohort of undergraduate research students.
Recommendations for Educators and Institutions
To broaden participation and help more students thrive, educators and institutions should take a proactive approach to early research access. Integrating research into the curriculum—even through short-term inquiry projects—gives students immediate, practical engagement with scientific concepts. Platforms like Zooniverse, which connect students to real-world citizen science, are simple yet effective tools for this. Institutions should also create more opportunities for students to present their work, whether through campus poster sessions or partnerships with local colleges. Presentation builds confidence and helps students see their knowledge as valuable. Funding student travel to conferences is another high-impact strategy; my own advocacy for institutional funds demonstrated how travel can transform a student’s sense of identity in STEM. Equally important is intentional recruitment. While programs like WAESO open doors for many, I’ve also prioritized equity in my own selection process—considering representation and access alongside academic qualifications. When combined, these strategies help foster inclusion, confidence, and long-term persistence in STEM fields.
Closing
Undergraduate research isn’t an optional enrichment—it’s a crucial tool for fostering persistence, belonging, and representation in STEM. Early research opportunities transform how students see themselves and science. I’ve witnessed students who once doubted their abilities become confident researchers, pursuing STEM degrees and contributing to scientific conversations.
The broader impact is clear: programs like WAESO and national data confirm early research closes opportunity gaps and strengthens the STEM pipeline. Educators must embed research into coursework and mentor with intention. Institutions should fund access, student travel, and equity-focused recruitment. Policymakers must expand support for undergraduate research, especially for students historically excluded from science.
Let’s invest in those early moments of discovery—because that’s where futures begin. Together, we can create a more inclusive and dynamic STEM community.
How is your institution supporting early research access? Share your experiences with us.
References
Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving performance and retention in introductory biology with a utility-value intervention. Journal of Educational Psychology, 110(6), 834–849. https://doi.org/10.1037/edu0000244
Estrada, M., Hernandez, P. R., & Schultz, P. W. (2018). A longitudinal study of how quality mentorship and research experience integrate underrepresented minorities into STEM careers. CBE—Life Sciences Education, 17(1), ar9. https://doi.org/10.1187/cbe.17-04-0066
National Academies of Sciences, Engineering, and Medicine. (2017). Undergraduate research experiences for STEM students: Successes, challenges, and opportunities. https://doi.org/10.17226/24622
National Science Foundation (NSF). (2023). Women, Minorities, and Persons with Disabilities in Science and Engineering: 2023. https://ncses.nsf.gov/pubs/nsf23315/
Theobald, E. J., Hill, M. J., Tran, E., et al. (2020). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences, 117(12), 6476–6483. https://doi.org/10.1073/pnas.1916903117
