Exploring Early-Stage Research Experiences Among Underrepresented Minority Students in Aerospace Engineering

Mengqi Monica Zhan; Liwei Zhang; Grace Ellen Brannon; Frank K. Lu

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Conference: 2025 ASEE -GSW Annual Conference
Location: Arlington, TX, Texas
Publication Date: March 9, 2025
Start Date: March 9, 2025
End Date: March 11, 2025
Tagged Topic: Diversity
Page Count: 8
DOI: 10.18260/1-2--55051
Permanent URL: https://peer.asee.org/55051
Download Count: 7

Paper Authors

biography

Mengqi Monica Zhan University of Texas at Arlington

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MONICA ZHAN
Dr. Zhan serves as an Associate Professor for the Department of Communication at the University of Texas at Arlington. Her research interests include employee communication and corporate communication. Recently, she has developed growing interests in underrepresented minority student and employee experiences.

GRACE BRANNON
Dr. Brannon serves as an Associate Professor for the Department of Communication at the University of Texas at Arlington. Her research interests include communication pathways affecting specific outcomes (e.g., health, educational major choice) among marginalized populations.

LIWEI ZHANG
Dr. Liwei Zhang serves as an Assistant Professor in the Department of Mechanical and Aerospace Engineering at the University of Texas at Arlington. Her research interests includes fluid and combustion physics, propulsion engineering, computational science, and engineering education.

FRANK LU
Dr. Lu is a Professor in the Department of Mechanical and Aerospace Engineering at the University of Texas at Arlington. His research is in high-speed aerodynamics and propulsion, primarily in novel detonation engines.

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Abstract

This study examines the effects of early-stage research experiences on undergraduate students, particularly those from underrepresented minority (URM) backgrounds, in terms of self-efficacy and sense of belonging within aerospace engineering. Drawing on multiple theories, this paper explores the impact of engaging students in research projects where they can select from predefined topics within a broader project area. This approach balances faculty guidance with student autonomy, potentially enhancing their educational outcomes in the field. Self-efficacy, or one’s belief in their ability to succeed, is crucial for academic persistence (Bandura, 1997; Lishinski et al., 2020). Structured research experiences that offer partial autonomy allow URM students to develop technical skills while having a sense of ownership over their work, reinforcing their belief in their capabilities. Specifically, engaging in research with partial autonomy enables students to make meaningful decisions within a supportive framework, enhancing their sense of ownership. This balance between guidance and independence allows students to navigate challenges, apply problem-solving skills, and witness the direct impact of their contributions, all of which are essential for developing confidence and a strong identity as a researcher. Moreover, such experiences can mitigate feelings of imposter syndrome by validating students’ abilities through tangible achievements, thereby promoting persistence in their academic and professional pursuits. (Lindwall, 2019; Omotade et al., 2017).

Engagement in research projects is instrumental for URM students in fostering a strong sense of belonging within the academic community, a critical factor for student retention. Social Identity Theory posits that individuals derive a portion of their self-concept from their membership in social groups. When URM students collaborate with faculty who also belong to underrepresented groups, this shared identity can significantly enhance their connection to the academic environment. Such mentorship provides relatable role models, demonstrating that success in STEM fields is attainable and reinforcing students’ self-efficacy. Research indicates that these experiences not only bolster students’ sense of belonging but also correlate with increased persistence in STEM disciplines. For instance, a study by Kricorian et al. (2020) found that underrepresented minority students who engaged in research under the guidance of faculty mentors from similar backgrounds were more likely to persist in STEM fields. By fostering an inclusive environment through structured, student-aligned research projects and mentorship from faculty with similar backgrounds, URM students become more integrated into the academic community.

In addition to the impact resulting from students’ project engagement, we will assess the role of mentorship in the development of a STEM identity in students and sense of belonging, both of which are critical predictors of persistence and success in STEM careers. Furthermore, we will examine the role of resilience, which involves individuals navigating adversity and adapting to change despite challenges. In assessing this, various mentorship styles offer unique contributions that enhance persistence and success in STEM careers. For example, individualized mentorship tailors guidance to each student’s strengths and challenges. Motivational mentorship addresses self-efficacy and long-term commitment by providing constructive feedback, recognizing achievements, and highlighting the broader impact of STEM research. Identity-affirming mentorship validates students’ cultural backgrounds and unique perspectives, allowing them to view their identities as assets within STEM and building a secure foundation for STEM identity. Finally, resilience-building mentorship equips students with coping strategies for challenges they may face, cultivating the grit needed to persevere in a demanding field. Together, these mentorship styles holistically support URM students by fostering confidence, belonging, and resilience, ultimately promoting their retention and success in STEM disciplines.

Using a qualitative approach, data collection will include interviews on identity development, self-efficacy, and research-related motivation. Preliminary interviews with URM students in STEM and non-STEM majors revealed that self-confidence, particularly issues related to imposter syndrome, shapes students’ self-assessment of their abilities (Brannon et al., 2024). STEM majors cited early exposure to STEM fields as a critical influence on their commitment to the field, while non-STEM majors, such as those in communication, noted that collaborative and group-focused environments fostered a stronger sense of belonging. These findings suggest that social and cultural factors significantly influence minority students' educational paths. This study aims to provide insights into how tailored, faculty-led research experiences can cultivate a sense of belonging and resilience, ultimately enhancing retention in aerospace engineering and other STEM fields.

This study is expected to provide valuable insights into the design of research experiences for undergraduate engineering students, particularly URM students, emphasizing the balance between faculty guidance and student agency as a means to enhance retention in STEM fields. Ultimately, the findings will offer evidence-based recommendations for creating supportive, inclusive environments that foster the persistence of URM students in aerospace engineering and beyond.

References

1. Bandura, A., 1997, Self-Efficacy: The Exercise of Control, W.H. Freeman and Company, New York. 2. Brannon, G.E., Zhan, M. M., Sakarwala, K., Lu, F., & Zhang, L. 2024, Factors affecting undergraduate student degree plan choices: A qualitative study with engineering and communication students, submitted to the International Communication Association's Annual Conference, 2025. 3. Kricorian, K., Seu, M., Lopez, D. et al. Factors influencing participation of underrepresented students in STEM fields: matched mentors and mindsets. IJ STEM Ed 7, 16 (2020). https://doi.org/10.1186/s40594-020-00219-2 4. Kuchynka, S. L., Gates, A. E., Rivera, L. M. 2020. Identity Development during STEM Integration for Underrepresented Minority Students. Cambridge University Press. 5. Lindwall, J. (2019). The Relationship Between Undergraduate Research Training Programs and Motivational Resources for Underrepresented Minority Students in STEM: Program Participation, Self-efficacy, a Sense of Belonging, and Academic Performance (Master's thesis, Portland State University). 6. Lishinski, A., Narvaiz, S., Rosenberg, R. M. 2o22. Self-efficacy, interest, and belongingness–URM students’ momentary experiences in CS1. In Proceedings of the 2022 ACM Conference on International Computing Education Research-Volume 1, pp. 44-60. 7. Omotade, J., King, J., & Kahn, R. A. (2017). Imposter syndrome and diversity graduate students. Minority Affairs, 16(2), 22-24. 8. Tajfel, H., & Turner, J.C., 1979, An Integrative Theory of Intergroup Conflict, In W. G. Austin, & S. Worchel (Eds.), The social psychology of intergroup relations (pp. 33-37). Monterey, CA: Brooks/Cole. 9. Smith, J.L., Lewis, K.L., Hawthorne, L., & Hodges, S.D., 2013, "When Trying Hard Isn’t Natural: Women’s Belonging With and Motivation for Male-Dominated STEM Fields as a Function of Effort Expenditure Concerns," Personality and Social Psychology Bulletin, Vol. 39, No. 2, pp. 131-143.

Citation
Format

Zhan, M. M., & Brannon, G. E., & Zhang, L., & Lu, F. K. (2025, March), Exploring Early-Stage Research Experiences Among Underrepresented Minority Students in Aerospace Engineering Paper presented at 2025 ASEE -GSW Annual Conference, Arlington, TX, Texas. 10.18260/1-2--55051

TY - CPAPER
AB - This study examines the effects of early-stage research experiences on undergraduate students, particularly those from underrepresented minority (URM) backgrounds, in terms of self-efficacy and sense of belonging within aerospace engineering. Drawing on multiple theories, this paper explores the impact of engaging students in research projects where they can select from predefined topics within a broader project area. This approach balances faculty guidance with student autonomy, potentially enhancing their educational outcomes in the field.
Self-efficacy, or one’s belief in their ability to succeed, is crucial for academic persistence (Bandura, 1997; Lishinski et al., 2020). Structured research experiences that offer partial autonomy allow URM students to develop technical skills while having a sense of ownership over their work, reinforcing their belief in their capabilities. Specifically, engaging in research with partial autonomy enables students to make meaningful decisions within a supportive framework, enhancing their sense of ownership. This balance between guidance and independence allows students to navigate challenges, apply problem-solving skills, and witness the direct impact of their contributions, all of which are essential for developing confidence and a strong identity as a researcher. Moreover, such experiences can mitigate feelings of imposter syndrome by validating students’ abilities through tangible achievements, thereby promoting persistence in their academic and professional pursuits. (Lindwall, 2019; Omotade et al., 2017).

Engagement in research projects is instrumental for URM students in fostering a strong sense of belonging within the academic community, a critical factor for student retention. Social Identity Theory posits that individuals derive a portion of their self-concept from their membership in social groups. When URM students collaborate with faculty who also belong to underrepresented groups, this shared identity can significantly enhance their connection to the academic environment. Such mentorship provides relatable role models, demonstrating that success in STEM fields is attainable and reinforcing students’ self-efficacy. Research indicates that these experiences not only bolster students’ sense of belonging but also correlate with increased persistence in STEM disciplines. For instance, a study by Kricorian et al. (2020) found that underrepresented minority students who engaged in research under the guidance of faculty mentors from similar backgrounds were more likely to persist in STEM fields. By fostering an inclusive environment through structured, student-aligned research projects and mentorship from faculty with similar backgrounds, URM students become more integrated into the academic community.

In addition to the impact resulting from students’ project engagement, we will assess the role of mentorship in the development of a STEM identity in students and sense of belonging, both of which are critical predictors of persistence and success in STEM careers. Furthermore, we will examine the role of resilience, which involves individuals navigating adversity and adapting to change despite challenges. In assessing this, various mentorship styles offer unique contributions that enhance persistence and success in STEM careers. For example, individualized mentorship tailors guidance to each student’s strengths and challenges. Motivational mentorship addresses self-efficacy and long-term commitment by providing constructive feedback, recognizing achievements, and highlighting the broader impact of STEM research. Identity-affirming mentorship validates students’ cultural backgrounds and unique perspectives, allowing them to view their identities as assets within STEM and building a secure foundation for STEM identity. Finally, resilience-building mentorship equips students with coping strategies for challenges they may face, cultivating the grit needed to persevere in a demanding field. Together, these mentorship styles holistically support URM students by fostering confidence, belonging, and resilience, ultimately promoting their retention and success in STEM disciplines.

Using a qualitative approach, data collection will include interviews on identity development, self-efficacy, and research-related motivation. Preliminary interviews with URM students in STEM and non-STEM majors revealed that self-confidence, particularly issues related to imposter syndrome, shapes students’ self-assessment of their abilities (Brannon et al., 2024). STEM majors cited early exposure to STEM fields as a critical influence on their commitment to the field, while non-STEM majors, such as those in communication, noted that collaborative and group-focused environments fostered a stronger sense of belonging. These findings suggest that social and cultural factors significantly influence minority students&#39; educational paths. This study aims to provide insights into how tailored, faculty-led research experiences can cultivate a sense of belonging and resilience, ultimately enhancing retention in aerospace engineering and other STEM fields.

This study is expected to provide valuable insights into the design of research experiences for undergraduate engineering students, particularly URM students, emphasizing the balance between faculty guidance and student agency as a means to enhance retention in STEM fields. Ultimately, the findings will offer evidence-based recommendations for creating supportive, inclusive environments that foster the persistence of URM students in aerospace engineering and beyond.

References

1. Bandura, A., 1997, Self-Efficacy: The Exercise of Control, W.H. Freeman and Company, New York.
2. Brannon, G.E., Zhan, M. M., Sakarwala, K., Lu, F., &amp;amp; Zhang, L. 2024, Factors affecting undergraduate student degree plan choices: A qualitative study with engineering and communication students, submitted to the International Communication Association&#39;s Annual Conference, 2025.
3. Kricorian, K., Seu, M., Lopez, D. et al. Factors influencing participation of underrepresented students in STEM fields: matched mentors and mindsets. IJ STEM Ed 7, 16 (2020). https://doi.org/10.1186/s40594-020-00219-2
4. Kuchynka, S. L., Gates, A. E., Rivera, L. M. 2020. Identity Development during STEM Integration for Underrepresented Minority Students. Cambridge University Press.
5. Lindwall, J. (2019). The Relationship Between Undergraduate Research Training Programs and Motivational Resources for Underrepresented Minority Students in STEM: Program Participation, Self-efficacy, a Sense of Belonging, and Academic Performance (Master&#39;s thesis, Portland State University).
6. Lishinski, A., Narvaiz, S., Rosenberg, R. M. 2o22. Self-efficacy, interest, and belongingness–URM students’ momentary experiences in CS1. In Proceedings of the 2022 ACM Conference on International Computing Education Research-Volume 1, pp. 44-60.
7. Omotade, J., King, J., &amp;amp; Kahn, R. A. (2017). Imposter syndrome and diversity graduate students. Minority Affairs, 16(2), 22-24.
8. Tajfel, H., &amp;amp; Turner, J.C., 1979, An Integrative Theory of Intergroup Conflict, In W. G. Austin, &amp;amp; S. Worchel (Eds.), The social psychology of intergroup relations (pp. 33-37). Monterey, CA: Brooks/Cole.
9. Smith, J.L., Lewis, K.L., Hawthorne, L., &amp;amp; Hodges, S.D., 2013, &quot;When Trying Hard Isn’t Natural: Women’s Belonging With and Motivation for Male-Dominated STEM Fields as a Function of Effort Expenditure Concerns,&quot; Personality and Social Psychology Bulletin, Vol. 39, No. 2, pp. 131-143.

AU - Mengqi Monica Zhan
AU - Grace Ellen Brannon
AU - Liwei Zhang
AU - Frank K. Lu
CY - Arlington, TX, Texas
DA - 2025/03/09
PB - ASEE Conferences
TI - Exploring Early-Stage Research Experiences Among Underrepresented Minority Students in Aerospace Engineering
UR - https://peer.asee.org/55051
DO - 10.18260/1-2--55051
ER -