RESUMEN
It is widely expected that by this summer, the United States Supreme Court will overturn long-standing precedents allowing the consideration of race as one factor among many in university admissions. The current legal regime goes back to the Court's decision (Regents of University of California v. Bakke) in 1978 that banned racial quotas while allowing consideration of race for the purpose of creating a diverse educational environment. Although the law has evolved since then, almost all universities have relied on the Bakke framework to support their strategies to educate a diverse citizenry. If the Court upends those practices, the implications for the scientific enterprise will be far-reaching. It is essential that the process of science continue to become more diverse, equitable, and inclusive. Studies show that the best science is done when teams are diverse. Moreover, the very questions scientists address can change substantially when those scientists come from a variety of racial, ethnic, and other backgrounds.
RESUMEN
Targeting four institutions with structured science research programs for undergraduates, this study focuses on how underrepresented students experience science. Several key themes emerged from focus group discussions: learning to become research scientists, experiences with the culture of science, and views on racial and social stigma. Participants spoke of essential factors for becoming a scientist, but their experiences also raised complex issues about the role of race and social stigma in scientific training. Students experienced the collaborative and empowering culture of science, exhibited strong science identities and high self-efficacy, while developing directed career goals as a result of "doing science" in these programs.