Press Release: Gauging the Impact of Undergraduate Research Participation at the University of California

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November 19, 2008 – In a new CSHE research paper, Elizabeth Berkes explores the extent and potential consequences of undergraduate research participation among students at UC Berkeley. Berkes notes that although the University of California, Berkeley has increased efforts to involve undergraduates in scientific research, data does not exist regarding the number of students active in these research projects. As such, this paper offers a useful survey of the quantity and quality of undergraduate research performed at UC Berkeley.

Berkes uses the body of data provided by The University of California Undergraduate Experience Survey (UCUES) to investigate the extent of undergraduate research involvement at the UC Berkeley. The results (N=5,347) show that the frequency of student participation in research under faculty direction varies significantly based on whether students are receiving course credit, pay, or working as a volunteer.

Berkes also finds that undergraduate research participation varies between STEM majors and social science or humanities majors (non-STEM), with slightly more STEM majors participating. The analysis shows that women are participating in STEM research opportunities at a lower rate than men but participating in non-STEM research opportunities at a higher rate than men. The data also show that Asian, Filipino, and Pacific Islanders (AFP students) account for 50% of all undergraduate researchers in STEM fields and 35% of all non-STEM researchers. However, the data also reveal that African American, Chicano-Latino, AFP, White, American Indian, and international students are all participating at almost the exact same rate in undergraduate research (between 24% and 27% by ethnic or racial category).

Further analysis regarding the relationship between undergraduate research experience and the highest parental education level reached, as well as high school grade-point average and standardized test scores (SAT I and ACT) is presented. Implications for higher education administrators, education researchers, faculty mentors, and undergraduate students are discussed.

Dr. Elizabeth Berkes is a Research Associate for the Student Experience in the Research University (SERU) project at the CSHE.

CONTACT:
Elizabeth Berkes, eberkes@berkeley.edu

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