ArticleCBE life sciences education2018
Becoming a "Science Person": Faculty Recognition and the Development of Cultural Capital in the Context of Undergraduate Biology Research.
Article in CBE life sciences education, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 24 papers, 1 of them a synthesis that pooled it.
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Who cites it
24 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Development of a Framework for the Culture of Scientific Research.CBE life sciences education · 2021Pooled it
- Fueling Ambition: Graduate Degree Aspirations Among Women of Color in STEM.CBE life sciences education · 2026Article
- Navigating the Culture of Biology: Comparing Latinas' Experience with Asian and Black Undergraduate Women at an MSI.CBE life sciences education · 2025Article
- Using a STEM Course on Inclusion, Diversity, Equity, and Accessibility to Explore Student Reflections on their Socialization into STEM and their Observations of the Figured World of Higher Education STEM Contexts.CBE life sciences education · 2025Article
- A Model for Emotional Intelligence in Biology Education Research.CBE life sciences education · 2024Article
- Mentorship for Transfer Student Success in STEM Research: Mentor Approaches and Reflections.CBE life sciences education · 2024Article
- Annotations ofCBE life sciences education · 2024Article
- Participation in Undergraduate Research Reduces Equity Gaps in STEM Graduation Rates.CBE life sciences education · 2024Article
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- How undergraduates historically underrepresented in biomedical sciences value multiple components of a research training program.Journal for STEM education research · 2023Article
- A Call to Assess the Impacts of Course-Based Undergraduate Research Experiences for Career and Technical Education, Allied Health, and Underrepresented Students at Community Colleges.CBE life sciences education · 2023Article
- A Pilot Graduate Student-Led Near-Peer Mentorship Program for Transfer Students Provides a Supportive Network at an R1 Institution.Journal of chemical education · 2023Article
- The Pathways Undergraduate Researchers Program: Fostering Career Interests, Sense of Belonging, and Student Confidence in Pursuing Science.Journal of STEM outreach · 2023Article
- The effects of parental's cultural and economic capital and parental support on being an elite scientists.PloS one · 2023Article
- Ten simple rules for creating and sustaining antiracist graduate programs.PLoS computational biology · 2022Article
- Cultivating PhD Aspirations during College.CBE life sciences education · 2022Article
- Reframing Educational Outcomes: Moving beyond Achievement Gaps.CBE life sciences education · 2022Review
- A historical perspective on training students to create standardized maps of novel brain structure: Newly-uncovered resonances between past and present research-based neuroanatomy curricula.Neuroscience letters · 2021Review
- Science Identity among Latinx Students in the Biomedical Sciences: The Role of a Critical Race Theory-Informed Undergraduate Research Experience.CBE life sciences education · 2021Article
Corrections and comments
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
We argue that cultural capital plays an underexamined role in students' recognition as budding scientists by faculty. By triangulating interview data from undergraduates and faculty mentors in a multi-institutional biology research network, we identified a set of intersecting domains of capital that help render students recognizable to faculty. We argue that faculty recognition often reflects a (mis)alignment between the cultural capital that students possess and display and what faculty expect to see. To understand why mis- or underrecognition occurs, and how this influenced students' opportunities to further develop cultural capital, we explored our data set for patterns of explanation. Several key themes cut across students' experiences and influenced their recognition by faculty: Faculty more easily recognized students interested in research science trajectories and those involved in institutional programs to support science, technology, engineering, and mathematics success. Students with competing family responsibilities struggled to maintain faculty recognition. Finally, faculty who broadened their scopes of recognition were able to affirm the science identities of students with fewer incoming cultural resources in science and support their development of capital. Students can and do develop scientific cultural capital through practice, but this requires access to research and mentorship that explicitly teaches students the implicit "rules of the game."
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.