Pathways and Barriers to Human Development and Family Science Student Engagement in Undergraduate Research
Authors
- Kari Morgan, Kansas State University
- Melinda Stafford Markham, Kansas State University
- Garrett M. Jackson, Kansas State University
- Alexis Luinstra, Kansas State University
The value of high-impact practices in undergraduate higher education is well documented. However, very little is known about high-impact practices in Human Development and Family Science (HDFS) programs. The goal of this study was to explore one specific high-impact practice: undergraduate research. Specifically, our study explored the benefits and barriers of undergraduate research for HDFS students as well as the pathways HDFS students use to become involved in undergraduate research. College student identity theory served as a guide for our inquiry. Semi-structured interviews were conducted with 22 undergraduate HDFS students, 13 of whom had participated in undergraduate research and 9 who had not. Results revealed three pathways students took to participate in undergraduate research: interest in a specific research topic, connection with the researcher, and preparation for graduate school. Enhanced learning, professional skills, personal growth, and relationships with others were identified as benefits of participation in undergraduate research. Barriers to participation in research included time, lack of awareness, and feelings of fear or intimidation. Specific processes for students and faculty to overcome these barriers are suggested. It is recommended that HDFS faculty and administrators provide multiple pathways and supports for undergraduate students to become involved in research.
