BUILDing Aspirations and Identity: Examining the Efficacy of Research and Mentorship in Promoting Undergraduates' Science Identity and Graduate Degree Aspirations

Program Abstract: Research increasingly focuses on intervention-like strategies designed to support the success of underrepresented students in science, technology, engineering, and mathematics (STEM) majors. This presentation applies Carlone and Johnson’s (2007) science identity development framework to examine the efficacy of a 10-year federally funded initiative (BUILD) in developing undergraduates’ science identity, career plans, and graduate school intentions. Applying a quasi-experimental design, we find that the initiative significantly increased BUILD-exposed students’ science identity, plans to pursue a biomedical research career, and intentions to enroll in a STEM-focused graduate program after completing their bachelor’s degrees. Moreover, we find that the program worked especially well for Latino students and Pell Grant recipients. We will discuss implications for institutions looking to adapt and scale these strategies, particularly among campuses committed to improving targeted interventions for underrepresented groups.