Examining the Role of Conference Participation to Enhance Research Self-Efficacy and Science Identity of Undergraduates in a Research Training Program

Abstract

Research training is important for workforce development in Science, Technology, Engineering, and Mathematics (STEM). The STEM higher education literature has identified various components critical to the success of research training programs such as research mentoring and training. Less work has been conducted on other research training activities such as conference participation even though it is an interactive activity that can allow students to develop science self-efficacy and science identity. Yet, the costs associated with conference attendance may be a barrier for students, especially those who already have financial concerns about funding their education. This paper evaluates how conference participation (i.e., conference attendance and/or presentation) contributes to students’ development of research self-efficacy and science identity within a STEM research training program at California State University Long Beach (CSULB) called the Building Infrastructure Leading to Diversity (BUILD) Scholars program. Data were collected from students enrolled in the departments engaged in health-related research across four colleges (natural sciences, engineering, health and human services and liberal arts) at CSULB. This study used propensity score matching and Ordinary Least Squares (OLS) regression to predict research self-efficacy and science identity from exposure to the BUILD intervention and conference participation. Results indicate that both participation in the BUILD Scholars program and conferences have a strong positive association with research self-efficacy and science identity. Overall, the results of this study present a strong case for including conference attendance and presentations as a part of any STEM education research training program

Keywords: research training, STEM training, workforce development

DOI: 10.54941/ahfe1006943