Ten simple rules for succeeding as an underrepresented STEM undergraduate |
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| Authors: | Melanie Duc Bo Massey Suchinta Arif Shanukie Embuldeniya Karma Nanglu Joseph Bielawski |
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| Affiliation: | 1. Department of Biology, Life Sciences Centre, Dalhousie University, Halifax, Canada;2. Museum of Comparative Zoology and Department of Organismic and Evolutionary Biology, Harvard University, Cambridge, Massachusetts, United States of America;3. Department of Mathematics and Statistics, Dalhousie University, Halifax, Canada |
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| Abstract: | Undergraduate students from underrepresented backgrounds (e.g., Black, Indigenous, and people of color [BIPOC], members of the Deaf community, people with disabilities, members of the 2SLGBTQIA+ community, from low-income backgrounds, or underrepresented genders) continue to face exclusion and marginalization in higher education. In this piece, authored and edited by a diverse group of Science, Technology, Engineering, and Mathematics (STEM) scholars, we present 10 simple rules for succeeding as an underrepresented STEM undergraduate student, illuminating the “hidden curriculum” of STEM specifically as it relates to the underrepresented undergraduate experience. Our rules begin by encouraging students to embrace their own distinct identities and scientific voices and explain how students can overcome challenges unique to underrepresented students throughout their undergraduate degrees. These rules are derived from a combination of our own experiences navigating our undergraduate STEM degrees and the growing body of literature on improving success for underrepresented students. |
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