Study explores emotional entanglement and belonging in a research immersion program

Who belongs in science, technology, engineering, mathematics, and medicine (STEMM) fields? The underrepresentation of some racial and gender groups in STEMM is a pervasive challenge. Despite broadening participation, individuals from historically marginalized communities still face barriers to accessing and thriving in STEMM.

A common way to address diversity in biomedical research careers is to increase access to STEMM learning experiences through research immersion programs. These programs offer high school students the opportunity to engage in research and collaborate with mentors to develop and execute their own research projects.

However, focusing solely on increasing participation and exposure without addressing systemic factors that contribute to underrepresentation leads to environments that are not actually inclusive. Maintaining this narrow focus ensures the continual perpetuation of inequities in career advancement and scientific contributions.

"We've been trying to diversify the field of STEMM for many years now, but the data clearly indicates we have not succeeded," said Kate Ayers, St. Jude STEMM Education and Outreach Program director. "Understanding and addressing the systemic factors that contribute to this underrepresentation is essential for creating inclusive environments where all aspiring scientists can contribute and succeed."

Ayers addressed this issue in a recent publication in Science Education. Her study emphasizes the importance of affective dimensions of learning, the relationship between emotions and learning, in a high school research immersion program. The work sheds light on how these elements influence participants' sense of belonging.

Emotional entanglement in diversity initiatives

Ayers’ research explores aspects often overlooked in diversity initiatives: emotion. Emotions shape how students navigate learning challenges and opportunities, having the power to either enhance or interfere with learning. Emotional entanglement highlights how emotions are connected and shared between individuals and their environment.

The study showcases how emotional entanglement within the high school research immersion program profoundly shaped participants' sense of belonging. Through interviews and reflective exercises that captured participants' emotional experiences in the program, the researchers gained insight into how students felt, including feelings of empowerment, validation, moments of doubt and imposter syndrome.

Ayers explains, "Emotions are intertwined with affective reasoning. They shape how people make decisions and influence not only self-perception but also how they experience different environments."

Racial inequality and bias can intensify emotional dynamics because marginalized students often deal with additional layers of emotional stress, stereotype threat and institutional barriers that hinder their engagement and success. They may experience negative emotions such as fear, anxiety and isolation due to encounters with stereotypes or microaggressions. For example, one Black, nonbinary student expressed feeling the need to be perfect because they were worried others viewed them through a deficit lens due to their race.

Promoting equity through emotional intelligence and rightful presence

Unlike historic approaches to STEMM initiatives that focus on increasing the number of students who participate, Ayers suggests a more holistic approach that considers institutional roles in fostering inclusive environments for all students.

"We have to be intentional about how we design science learning environments to allow for rightful presence," explains Ayers. Rightful presence emphasizes the importance of efforts to recognize and support individuals whose voices have been historically marginalized or overlooked within educational and disciplinary norms. It advocates for creating inclusive environments where diverse viewpoints are valued.

Moving forward, Ayers hopes that her work will inspire institutions to adopt approaches that make space for engaging with emotions in their STEMM diversity efforts. "The primary goal of this research is to continuously improve the experience of students participating in research immersion programs," Ayers explained. "The world is constantly evolving, so we must stay vigilant and adapt programs in different ways to ensure that all students feel included."