A qualitative look at how high-impact practices are closing diversity gaps in biomedical sciences
In research laboratories across the Southwest United States, a quiet revolution is underway that might just hold the key to solving one of STEM's most persistent problems: the lack of diversity in science, technology, engineering, and mathematics fields. While the shortage of diverse students entering STEM disciplines has been well-documented, what happens when we stop merely counting students and start truly listening to their experiences?
Students Participating in Qualitative Study
Funded Training Program
A groundbreaking qualitative study conducted at a Hispanic-Serving Institution in the Southwest reveals how specific educational approaches—called High-Impact Practices—are dramatically influencing students' persistence and confidence in biomedical sciences 1 . This research fills a critical gap in our understanding, moving beyond graduation rates and test scores to capture the lived experiences of sixteen students participating in a National Institutes of Health-funded training program designed to prepare undergraduates for biomedical doctoral degrees 1 .
Unlike traditional quantitative studies that track participation numbers, this qualitative approach delves into the human stories behind the statistics, exploring how hands-on research experiences, learning communities, and collaborative projects fundamentally transform students' educational journeys and professional identities 1 .
First introduced by educational researcher George Kuh in 2008, High-Impact Practices (HIPs) are specific educational approaches that have been consistently shown to increase student retention and engagement 1 . These practices share common characteristics: they typically demand significant time and effort, facilitate learning outside the classroom, require meaningful interactions with faculty and peers, and encourage collaboration with diverse others 8 .
Think of HIPs as the educational equivalent of high-intensity interval training—focused, immersive experiences that produce outsized results compared to traditional approaches.
The NIH training program at the heart of our story incorporates several of these practices, with particular emphasis on undergraduate research, internships, learning communities, and collaborative projects 1 .
| Practice Type | Educational Purpose | Implementation Examples |
|---|---|---|
| Undergraduate Research | Develop critical thinking and research skills through active participation in faculty research | Students work in faculty labs, develop research questions, analyze data |
| Learning Communities | Create supportive academic networks through linked courses | Students take connected classes together, forming study groups and professional bonds |
| Collaborative Projects | Foster teamwork and communication skills | Group assignments, team-based research presentations, joint problem-solving |
| Internships | Provide direct work experience and professional connections | Summer research positions at partner institutions, industry placements |
| Capstone Projects | Culminating experiences that integrate learning | Senior research theses, comprehensive project presentations |
This pioneering qualitative study focused on sixteen students enrolled in an NIH-funded training program at a Hispanic-Serving Institution in the Southwest United States 1 . The program specifically targets juniors and seniors in their final years of college, providing intensive support as they prepare for biomedical research careers 1 .
Rather than employing surveys or numerical metrics, the researchers used focus groups to collect rich, detailed accounts of student experiences 1 .
What are the experiences of training program students regarding high-impact practices? What factors contribute to students' desire to complete their STEM degrees? 1
While quantitative studies might tell us that 75% of program participants graduated, qualitative approaches reveal what that journey actually looked like: the late nights in the laboratory where concepts finally clicked, the encouraging words from a mentor that came at just the right moment, the growing confidence as students presented their research 1 .
This methodological approach aligns with emerging recognition in STEM education research that numbers alone cannot capture the complex realities of student experiences 1 . By collecting detailed narratives rather than numerical data, researchers could identify patterns and themes that might remain invisible in statistical analyses.
Qualitative vs. Quantitative Data Visualization Placeholder
The findings from the Southwest study reveal several powerful ways that High-Impact Practices influence student development and persistence in STEM fields.
For many students, the transition from learning established science in classrooms to creating new knowledge in research laboratories represented a profound shift in identity. One student described how handling sophisticated laboratory equipment and designing experiments made them feel like "a real scientist for the first time" 1 .
This experience aligns with what educational theorists call self-efficacy—the belief in one's ability to succeed in specific situations. Undergraduate research experiences systematically build this confidence by allowing students to apply theoretical knowledge to real-world problems, make mistakes, and develop solutions 1 .
The study participants consistently highlighted the importance of learning communities—groups of students taking linked courses together—in providing both academic and emotional support 1 . In the often-competitive environment of STEM education, these intentionally crafted communities became spaces where students could ask "stupid questions," share study strategies, and normalize the struggles of rigorous academic work.
One student noted that their learning community "became like a family," particularly important for students who might feel isolated in STEM environments where they don't see many others who share their background 1 .
A surprising finding emerged around the concept of imposter syndrome—the persistent feeling of being inadequate despite evidence of capability. Several students described initially feeling they didn't belong in advanced STEM environments, particularly those from underrepresented backgrounds 1 .
Through repeated successful experiences in research laboratories and collaborative projects, coupled with mentoring that normalized these feelings, students reported gradually developing a stronger sense of belonging and right to occupy space in STEM environments 1 .
| Theme | Impact on Students | Sample Student Quote |
|---|---|---|
| Research Identity | Shift from "student" to "scientist" mindset | "I never thought of myself as a researcher before, but now I can't imagine being anything else." |
| Community Support | Reduced isolation through peer networks | "We became each other's cheerleaders—when one struggled, the others were there to help." |
| Skill Development | Gained both technical and professional abilities | "I learned not just how to run a PCR, but how to present my work and handle feedback." |
| Career Clarification | Sharper professional goals and pathways | "The internship showed me what a career in research actually looks like day-to-day." |
While the Southwest study itself used qualitative methods to assess educational experiences, the research activities that students engaged in followed rigorous experimental protocols. A typical student research experience might involve:
Students work with mentors to define research questions and design experiments, considering variables, controls, and methodology 5 . This often involves creating detailed to-do lists and planning task durations to manage time effectively in the laboratory 3 .
Students learn to account for potential biases, determine appropriate sample sizes, and select proper controls 5 . They're encouraged to "do a mock run of the experiment step by step in your mind a couple of days before doing the actual experiment" to identify potential loopholes 3 .
Research requires careful preparation and validation of reagents—substances used to cause chemical reactions or test for their presence 7 . Common reagents in biomedical research might include Fenton's reagent for oxidizing contaminants or Fehling's solution for detecting glucose 7 .
Students learn to operate laboratory equipment, often booking time on shared instruments well in advance 3 . They document procedures meticulously in laboratory notebooks, noting any deviations from planned protocols.
Using data analysis techniques ranging from statistical tests in Python or R to data visualization in MATLAB or Excel, students interpret their findings 6 .
| Reagent Name | Function | Application Example |
|---|---|---|
| Fenton's Reagent | Oxidation of contaminants through hydrogen peroxide and iron catalyst | Wastewater treatment studies, environmental science projects |
| Fehling's Solution | Detection of aldehydes and ketones | Diabetes research, urine glucose monitoring |
| Collins Reagent | Conversion of alcohols to ketones and aldehydes | Organic synthesis projects, chemical engineering applications |
| Millon's Reagent | Detection of soluble proteins | Biochemical analyses, protein characterization studies |
| PCR Master Mix | DNA amplification through polymerase chain reaction | Genetic research, pathogen detection, COVID-19 testing |
The Southwest study offers several evidence-based suggestions for improving STEM training programs:
The qualitative assessment of High-Impact Practices in post-secondary STEM training reveals a crucial insight: the transformation of students into scientists involves far more than knowledge transfer. It requires the development of identity, community, and confidence—elements that standardized tests rarely capture but that ultimately determine who persists in STEM fields.
As the Southwest study demonstrates, when we intentionally design educational experiences that immerse students in authentic research, surround them with supportive communities, and challenge them to grow both technically and personally, we don't just create better students—we create scientists who bring diverse perspectives and resilience to the challenges facing our world.
The implications extend far beyond a single program or institution. As we work to build a scientific workforce that reflects our diverse society, understanding the human experiences behind the statistics becomes not just academically interesting, but essential to creating genuinely inclusive STEM cultures. The students in the Southwest are living proof that when we listen closely enough, we can hear the future of science taking shape.
Enhanced Persistence
Community Building
Research Identity
Career Preparation
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