Black women undergraduates' perspectives on how mentors and role models shape their beliefs about the attainability of science research careers

Abstract

Undergraduate research experiences offer important paths into scientific research careers, yet students do not experience them uniformly. For Black women, these experiences occur within racialized and gendered environments that may shape whether they perceive research careers as attainable. Yet little is known about these influences, including how mentors, role models, and institutional contexts, could support or limit Black womens beliefs about research career attainability. To advance our understanding of these influences, we conducted interviews with 23 Black women who participated in undergraduate research at 18 institutions in the United States, including historically Black colleges and universities (HBCUs) and predominantly White institutions (PWIs). We conducted qualitative content analysis to understand Black women undergraduate researchers perceptions of the attainability of a scientific research career, including the influences of their mentors, role models, and institutional context. Three main themes emerged. First, Black women undergraduates varied in the importance they placed on sharing racial and gender identities with mentors and role models; some viewed such similarities as highly meaningful while others described them as less influential. Second, Black women undergraduates described that mentors and role models who shared similar life experiences, values, attitudes, or beliefs contributed to perceptions that scientific research careers were attainable, regardless of gender or racial similarity. Third, institutional context (HBCU, PWI) shaped how mentoring and role modeling influenced Black women undergraduates perceptions of research career attainability. We conclude by offering recommendations for individuals seeking to support Black women in undergraduate research and in their pursuit of research careers.