Engaging Underrepresented Adolescents in Authentic Scientific Settings: Scientist Role Models and Improving Psychosocial Outcomes

There is a critical need for additional and effective comprehensive programs to increase the number of underrepresented minority students pursuing scientific careers. Science education for high school students is often fragmented and delivered with single-focused approaches, for example traditional classroom lectures, hands-on-activities, or conducting research. The current paper examines a comprehensive biomedical research program that integrated classroom teaching, hands-on-activities, conducting a research study, and mentoring from scientists in authentic scientific settings. The expectation is that a comprehensive program would offer students a well-rounded experience and skills in science. We assessed short-term psychosocial outcomes and long-term academic outcomes in the participants, largely minority high school students, who are traditionally underrepresented in science. The psychosocial outcomes assessed pre- and post-program include: knowledge of science pathways, self-efficacy in science, attitudes toward science, and scientific communication skills. Although non-significant, post-program results showed an increasing trend for knowledge of science pathways, self-efficacy in science, and attitudes toward science. Post-program, students reported statistically significant increases in feeling they had role models in science. A long-term assessment of 31 participating students showed that 77% of these students were attending college, 79% were majoring in STEM, and 75% were planning to pursue additional higher education. Our findings provide evidence for the short-term and long-term benefits of a comprehensive biomedical research program conducted in an authentic scientific setting.