Research Barriers and Mentorship Quality
Disciplines
Social and Behavioral Sciences
Abstract (300 words maximum)
Undergraduate research is widely acknowledged as a high-impact educational practice, contributing to students’ academic success, professional readiness, and retention (Bhattacharyya et al., 2018). However, disparities persist in access, mentorship quality, and institutional support with many students’ reporting uncertainty about how to access opportunities (White et al., 2023). Prior research has found that stipends significantly influence participation, especially among underrepresented students (Edwards et al., 2024; Messier et al., 2013). Other studies underscore the critical role of mentor accessibility and supportive research environments (Behar-Horenstein et al., 2010; Byars-Winston et al., 2023). Little research has examined the impact of these identified barriers on undergraduate students who have and have not engaged in research. This project aims to assess barriers, perceptions, and opportunities surrounding undergraduate research participation across Kennesaw State University. A mixed-methods survey was distributed university-wide to investigate students' experiences with mentorship, awareness of research opportunities, and structural challenges. This project focuses particularly on equity of access, the effectiveness of mentor relationships, and institutional visibility and communication for students engaged in research and those who are not. While data collection is ongoing, preliminary results indicate that student researchers rated their research mentors highly, particularly in serving as positive role models (M = 4.53/5) and fostering a welcoming research environment (M = 4.53/5). The most reported obstacles to research participation were external commitments (M = 3.66/5), lack of time (M = 3.61/5), and lack of awareness of opportunities (M = 3.48/5), suggesting that competing priorities and limited knowledge of options may hinder student engagement. These findings identify that actionable recommendations to university leadership, such as mentorship training, stipend programs, and centralized research resource directories, can further improve undergraduate research participation. The ultimate goal is to broaden participation, improve student outcomes, and strengthen the culture of undergraduate research at Kennesaw State University.
Use of AI Disclaimer
no
Academic department under which the project should be listed
RCHSS – Psychological Science
Primary Investigator (PI) Name
Amy Buddie
Research Barriers and Mentorship Quality
Undergraduate research is widely acknowledged as a high-impact educational practice, contributing to students’ academic success, professional readiness, and retention (Bhattacharyya et al., 2018). However, disparities persist in access, mentorship quality, and institutional support with many students’ reporting uncertainty about how to access opportunities (White et al., 2023). Prior research has found that stipends significantly influence participation, especially among underrepresented students (Edwards et al., 2024; Messier et al., 2013). Other studies underscore the critical role of mentor accessibility and supportive research environments (Behar-Horenstein et al., 2010; Byars-Winston et al., 2023). Little research has examined the impact of these identified barriers on undergraduate students who have and have not engaged in research. This project aims to assess barriers, perceptions, and opportunities surrounding undergraduate research participation across Kennesaw State University. A mixed-methods survey was distributed university-wide to investigate students' experiences with mentorship, awareness of research opportunities, and structural challenges. This project focuses particularly on equity of access, the effectiveness of mentor relationships, and institutional visibility and communication for students engaged in research and those who are not. While data collection is ongoing, preliminary results indicate that student researchers rated their research mentors highly, particularly in serving as positive role models (M = 4.53/5) and fostering a welcoming research environment (M = 4.53/5). The most reported obstacles to research participation were external commitments (M = 3.66/5), lack of time (M = 3.61/5), and lack of awareness of opportunities (M = 3.48/5), suggesting that competing priorities and limited knowledge of options may hinder student engagement. These findings identify that actionable recommendations to university leadership, such as mentorship training, stipend programs, and centralized research resource directories, can further improve undergraduate research participation. The ultimate goal is to broaden participation, improve student outcomes, and strengthen the culture of undergraduate research at Kennesaw State University.