The loss of talented women from the science, technology, engineering, and mathematics (STEM) pipeline has been widely recognized within science education as a pressing issue, particularly in the physical sciences. To provide a gender-based perspective of a popular educational device, the present study evaluated undergraduate research experiences (UREs) from a longitudinal perspective in respect to participation, learning enhancements, and contribution to the pursuit of a postgraduate education. Data from practicing scientists and graduate students indicated that women were more likely to participate in these research programs than their male counterparts. Of those who had participated (
n = 1829), similar patterns in conferred gains for men and women were reported; however, gender-based variations were observed within items associated with self-efficacy, science interest, and the practice of authentic research. Women were found to identify UREs as a
primary reason for entering graduate
school at a significantly higher rate than their male counterparts. Results of this study suggest the long-term efficacy of UREs as a gateway for women interested in STEM careers and provide support in justifying research programs and initiatives for women in traditionally male-dominated fields.
Keywords:
Undergraduate Research; Women in Chemistry; Graduate Education/Research