Publications

2024 - In Press

1. Fernandez, F., Mason, S., Sharp, S., Chavira, G., Khachikian, C.S., Kwan, P., & Saetermoe, C. (in press). “I Love the Research Aspect of It…but Without the Emotional Support, I Don’t Think That I’d …Be as Confident and as Good of a Researcher”: A mixed-methods Study of How Undergraduate Research Experiences Can Foster Sense of Belonging. CBE—Life Sciences Education.

2. Morales, D.X., Hyun, S.H., Rogers, J., Khachikian, C.S., Guerrero, L.R. (in press) The effects of Entering Mentoring Training on biomedical UGR mentors: Who gains the most, in what domains, and at which type of institution? Understanding Interventions.

3. Fernandez, F., Mason, S., Chavira, G., Kwan, P., Saetermoe, C., & Sharp, S. (in press). Examining a Critical Race Theory-Informed Undergraduate Research Experience: Proposing a Conceptual Model of the Benefits of Anti-Racist Programs on Student Development. Innovative Higher Education

   As colleges work to reduce racist incidents on campus, there is still a need to prepare students to respond to racism when it occurs. When students are prepared to respond to racist incidents, they tend to have better mental health. We draw on prior literature to examine whether learning about critical race theory (CRT) and receiving CRT-informed mentoring—as embedded in an undergraduate research experience program—related to four-year college students’ self-assessed ability to respond to racism. Specifically, we propose and test a conceptual model to examine the benefits of participating in an undergraduate research experience program that required students to learn about CRT and receiving CRT-informed mentorship. Consistent with prior literature on undergraduate research experience programs, we found that the intervention positively related to students’ sense of self-efficacy and science identity, but it did not have an independent, direct relationship with self-assessed ability to respond to racism. However, the intervention indirectly supports students’ preparedness to respond to racism through its positive relationship with self-efficacy. As state legislatures around the country work to ban CRT, this paper offers empirical evidence that embedding CRT in university programs can support student development in multiple related ways.

2024 

1. Fernandez, F., Mason, S., Sharp, S., Chavira, G., Khachikian, C., Kwan, P., & Saetermoe, C.A (2024). A mixed-methods study of how a Critical Race Theory-informed undergraduate research experience program provides equitable support for aspiring graduate students. Educational Sciences, 14(3): 334. Read publication here
   
   

   This study examines survey and interview data from a multi-year program evaluation of a National Institutes of Health-funded biomedical training program to consider whether and how participating in a URE fosters students’ sense of belonging, which is an important predictor of retention and graduation. Analyzing the quantitative survey data revealed that participating in the URE was positively associated with a sense of belonging even after controlling for students’ background characteristics, including gender, race or ethnicity, first-generation status, commuting burden, and age. Additionally, there was a positive relationship between a sense of belonging and odds of applying to graduate school. Path analysis suggests that the URE has an indirect relationship with applying to a graduate program that operates through the URE’s direct relationship with sense of belonging. Interview data offered insights into how the URE supported an increased sense of belonging. Specifically, we found that the URE fostered a sense of belonging when (1) faculty research mentors develop authentic, personal, and caring relationships with mentees, (2) the URE program welcomes, cultivates, and supports women and racially diverse students, and (3) the URE is embedded within a university environment that allows for faculty and peer engagement.

2. Moon, S., Guan, S-S, A., Vargas, J. H., Lin, J. C. P., Kwan, P., Saetermoe, C., Flores, G., & Chavira, G. (2024). Critical mentorship in undergraduate research experience BUILDs science identity and self-efficacy. International Journal of Science and Mathematics Education.  Read publication here

   The local intervention examined in the current study provides Critical Race Theory (CRT)-informed mentoring, more broadly called critical mentoring, for its participants. We examined the relationship between critical mentoring and student outcomes. In this study, student outcomes consisted of three components: (a) mentor satisfaction, (b) science identity, and (c) science self-efficacy. To determine student outcomes, we used the 2020 Student Annual Followup Survey (SAFS). We found that participants in the intervention program reported higher levels of critical mentoring than non-intervention participants and critical mentoring was, in turn, predictive of higher. mentorship satisfaction, science identity, and science self-efficacy. This finding implies that the CRT-informed intervention was more effective by developing an environment in which high-quality, critical mentors influenced students’ sense of science identity and self-efficacy. Additionally, we also found that intervention participants reported higher science identity and science self-efficacy than non-intervention participants, which suggests that the intervention cultivated science identity and self-efficacy in other ways outside of critical mentorship as well. The current study highlights how participation in an intervention program can increase science identity and self-efficacy, two factors predictive of science career intentions. The connection between critical mentoring practices and increased science identity and self-efficacy underscores the significance of culturally and racially relevant social support in science education.

3. Sharp, S.R., Lin, J., Kwan, P.P., Mason, S., Wilkerson, J., & Grayson, A. (2024). Oral history in evaluation: A new partnership to expand both fields. Oral History Review, 51(1), 70-88. Read publication here

   Based on our use of oral histories to evaluate a Critical Race Theory (CRT)-based undergraduate research and mentoring program, we learned how oral histories can be used effectively—and meaningfully—for evaluations seeking a deeper understanding of the program participants’ lived experiences. By sharing our (and our narrators’) experiences as we delved into this new methodology, as well as lessons learned about the benefits, limitations, and considerations when incorporating oral histories into evaluations, we show how both can be adapted to honor oral history while also meeting our evaluation needs.

4. Vargas, J. H., Paez, J. M., Garrow, W., & Saetermoe, C. L. (2024). Transforming Science Research Through Mentorship: The BUILD PODER Professional Development Modules. Chronicle of Mentoring & Coaching, 8(1), 45– 56. Read publication here

   BUILD is a NIH initiative designed to retain underrepresented undergraduates in biomedicine. Of the 10 BUILD sites, BUILD PODER is the only space-and-place that approaches this initiative through the framework of critical race theory (CRT). A feature of BUILD PODER’s path to student empowerment is liberatory race-conscious mentorship. Researchers developed, implemented, and evaluated a quintipartite CRT-based antiracist-anticolonial online training program for biomedical educators nationwide. We review the social scientific and historical knowledge used to create these novel mentorship training modules. We describe the modular content and activities. We also report evaluation data obtained during beta-testing and outline how this information helped finalize the product. Discussed are the individual- and institutional-level implications of modularizing the developmental process of liberatory race consciousness.

5. Vargas, J. H., Paez, J. M., Vasquez-Salgado, Y., Garrow W., & Saetermoe, C. L. (2024). Eradicating dominant ideologies in higher education: the responsibility of campus leadership in developing a culturally-congruent education experience. Journal of Higher Education Policy and Management. [Article]

   This article expands upon cultural mismatch theory to describe how race dysconsciousness, academic capitalism and rugged individualism operate to buttress ecosystemic conditions that create racially-antagonistic campus cultures. We propose strategies that leaders can implement to eradicate dominant ideologies at their home institutions and within educator-student relationships and individual mindsets. We also discuss important considerations and corresponding actions for creating culturally-congruent equity-focused educational spaces.

2023

1. Vargas, J. H., & Saetermoe, C. L. (2023, Aug). The Antiracist Educator’s Journey and the Psychology of Critical Consciousness Development: A New Roadmap. Educational Psychologist. [Article]
   
   

   We cover the foundations and structure of the antiracist educator’s journey, a model based implicitly on critical race theory and explicitly on ecosystemic, monomythic, and liberational perspectives. Our model details the social psychological progression of race consciousness development. We identify 15 interconnected components nested across 4 phases of self-liberation. The quest for antiracist realization parallels the quests of mythical and contemporary “heroes” who achieve systemic change through self-transformation and reward. The reward is an “ecosystemic lens” whose acquisition drives the conversion of racist educational ecosystems into antiracist alternatives. The framework is a roadmap for prospective antiracist educators and is meant to validate their experiences along the journey.
   
   
2. Escobedo, P., Moon, S., *Moreno, K., Lin, J. C. P., Flores, G., Kwan, P., & Chavira, G. (2023). The impact of COVID-19 quarantine on sense of belonging and science outcomes among biomedical science students: A longitudinal study. Educational Sciences 13, 579. Read the publication here
   
   To understand how COVID-19 impacted undergraduate research experiences (URE), the current study examined how student outcomes changed over time among biomedical science majors. In addition, this study describes how a Building Infrastructure Leading to Diversity (BUILD) Promoting Opportunities for Diversity in Education and Research (PODER) URE program shifted entirely online in response to COVID-19. Biomedical science majors at a university in Southern California completed surveys in 2019 and 2020 and rated their science identity, science self-efficacy, and academic self-concept. We examined how scores hanged over time by comparing: (1) BUILD and non-BUILD students and (2) students from underrepresented groups (URG) and non-URG students. Sense of belonging scores from 2020 were also compared among BUILD and non-BUILD students. BUILD students reported a significant increase in science self-efficacy scores, unlike non- BUILD participants. BUILD students also increased their science identity scores, unlike non-BUILD participants. Differences in sense of belonging were not significant, and differences between URG and non-URG students were not significant. Our results indicate that UREs such as BUILD PODER were able to improve or maintain critical student outcomes during a pandemic. These results highlight the importance of URE participation among biomedical science majors.
   
   

3. Vasquez-Salgado, Y., Camacho, T.C., *Lopez, I., Chavira, G, Saetermoe, C., & Khachikian, C. (2023). “I definitely feel like a scientist”: Exploring science identity trajectories among Latinx students in a critical race theory-informed undergraduate research experience program. Infant and Child Development. Read the publication here
   
   The current study investigated science identity development among Latinx university students selected for a critical race theory (CRT)-informed undergraduate research experience. Twenty students (12 female, 8 male; Mage = 22.00; SD = 2.77) enrolled in biomedical-related majors at a 4-year university responded to open-ended questions regarding their identity as scientists at 2 weeks, 6 months, and 18 months after they began the program. Results illustrated a steady increase in the number of students identifying as scientists over 18 months. At 2 weeks into the program, only 35% of Latinx students felt like a scientist. At 6 months, 45% of Latinx students identified as a scientist. At 18 months, 70% of Latinx students reported feeling like a scientist. Results also revealed variation in science identity trajectories, with four trajectories viewed in the data: (1) consistent or fast achievement, (2) gradual achievement, (3) achievement adjustment, and (4) never reach achievement. The majority of students demonstrated a trajectory in which they reached science identity achievement (the feeling that they are “a scientist”).

4. Vasquez-Salgado, Y., Camacho, T. C., López, I., Chavira. G., Saetermoe, C. L., Khachikian, C. (2023). “I definitely feel like a scientist”: Exploring science identity trajectories among Latinx students in a critical race theory-informed undergraduate research experience. Infant and Child Development, e2371. Read the publication here.

2022

1. Guan, S. A., Vasquez-Salgado, Y., & Burke, C. (2022). Stress during the COVID-19 Pandemic predicts psychological, physical, and academic outcomes among STEM students at 2-year and 4-year institutions. International Journal of Learning and Teaching. Read the publication here.

2. Fernandez, F., Mason, S., Saetermoe, C., & Chavira, G. (2022, March-April) Evaluating Mentorship Programs: Survey Items for Improving Student Affairs Practice.  Journal of College Student Development. https://muse-jhu-edu.libproxy.csun.edu/article/856756/pdf
   
   In this research, we draw on our experiences evaluating a program that uses critical race theory to improve faculty–student mentoring. We share survey items from the quantitative portion of the evaluation, which examines the extent to which race is part of mentoring relationships. Then we provide preliminary findings to show that the survey items predict sense of belonging when they are used as a summative scale. We discuss implications for professionals who work with student affairs- based mentoring programs and for undergraduate research mentors. 
   Read the publication here.
3. Guan, S. S. A., Ashcroft, J., Horowitz, B., Ie, E., Vasquez-Salgado, Y., & Saetermoe, C. (2022, June). Sociocultural and Contextual Determinants of Science Career Goal at a Community College and Baccalaureate-Granting Institution. International Journal for Educational and Vocational Guidance. https://doi.org/10.1007/s10775-022-09547-x
   
   Guided by social cognitive career theory, we assessed sociocultural and contextual barriers in science education and career development at both a baccalaureate-granting institution (BGI) and community college (CC) among 263 students (72.4% female; Mage=22.96, SD=5.70) in the USA. For BGI students, path analyses suggest proximal factors such as in-class prejudice negatively predicted science self-efcacy and prejudice from faculty and staf predicted lower career outcome expectations. For CC students, home-school cultural value mismatch directly predicted science career goals. Implications for future research, intervention and policy are discussed. 
   
   Read the publication here.
   
   
4. Lin, J. C. P. (2022, May). Exposing the chameleon-like nature of racism: A multidisciplinary look at critical race theory in higher education. Higher Education. https://doi.org/10.1007/s10734-022-00879-9 
   
   This review article—focusing primarily on the US context—discusses CRT literature in fields where its presence is less known which are nevertheless among the major domains of higher education institutions: health sciences, computer science and information technology, sports, business, and religion. By discussing example research of how scholars have utilized CRT in different fields to challenge the race-neutral thinking that often obscures structural racism, this paper exposes racism’s ability to alter manifestations and to appear through various shapes and forms within the higher education context. Initial recommendations on how educators may engage in further discussions or actions will also be considered. 
   
   Read the publication here.
5. Ashcroft, J., Jaramillo, V., Blatti, J., Guan, S. A., Bui, A., Villasenor, V., Adamian, A., Chavira, G., Saetermoe, C., Ie, E., Horowitz, B., Palacios, B., Williams, P. B., Brockman, E., & Moses, J. (2021, Spring). BUILDing equity in STEM: A collaborative undergraduate research program to increase achievement of underrepresented community college students. Scholarship and Practice of Undergraduate Research (SPUR), 4(3), 47-58. [Link]
   
   The authors document student, faculty, and institutional outcomes as well as share best practices in forming community college–university partnerships, including the NIH-funded BUILD PODER program, in which 81 community college students and 41 community college faculty have participated in. Future directions also are offered in the development and implementation of transdisciplinary, multi-institutional community college collaborations.
   
   
6. Camacho, T.C., Vasquez-Salgado, Y., Chavira, G., Boyns, D., Appelrouth, S., Saetermoe, C., & Khachikian, C. (2021, May). Science identity among biomedical science Latinx majors: The role of a critical race theory-informed undergraduate research experience. CBE - Life Sciences Education, 20(2). [Article]
   
   This study examines differences in science identities and the intention to pursue a science career among a sample of undergraduate Latinx seniors (N = 102) in biomedical science majors. Three groups were examined: 1) BUILD PODER (BP) students, 2) non-BP students who reported having a faculty mentor, and 3) non-BP students who reported no faculty mentorship. Results revealed that BP students reported the highest levels of science personal-identity and science social-identity upon graduation. Additionally, BP students and non-BP students with a mentor reported greater levels of science social-identity than those without a mentor. BP students also reported the strongest intentions to pursue a science career after college. These results highlight the importance of identity processes in the success of Latinx college students in biomedical science majors.
   
   
7. Kwan, P., Sharp, S., Mason, S. and Saetermoe, C. (2021, December). Faculty Writing Groups: The Impact of Protected Writing Time and Group Support. International Journal of Educational Research Open. [Article]
   
   This manuscript describes the impact of protected writing time for faculty at a higher education, teaching institution who committed to focused, uninterrupted writing time on a weekly basis and exchanged writing challenges and tips with colleagues. A mixed methods approach was used to assess the impacts of the writing group which found increased productivity (manuscripts and publications, proposals and grants) and sense of a research community with enhanced structural knowledge, camaraderie, and morale.
   
   
8. Villaseñor, V., Bui, A., Guan, S. A., Jain, D., Saetermoe, C., Chavira, G., & Khachikian, C. (2021, Spring). Mentors make a difference: Community college students’ development in a biomedical research training program informed by critical race theory. Journal of Applied Research in the Community College, 28(1), 155 - 170. [Link]
   
   This study examined the impact of participation in an undergraduate biomedical research training program (BUILD PODER) on community college students’ academic, career, and psychosocial development. In this quasi experimental design, community college students (Mage = 21.29, SD = 5.02, 78.6% female) who had been in the program for a year (BUILD treatment group, N = 8) reported significantly greater understanding of research, course materials, and satisfactory mentorship compared to community college students in the pre-treatment, comparison group (Pre-BUILD group; N = 18). Qualitative analysis provided further insight into the academic and psychosocial impact of research training and mentoring for community college students interested in health and health equity.

 2021

1. Ashcroft, J., Jaramillo, V., Blatti, J., Guan, S. A., Bui, A., Villasenor, V., Adamian, A., Chavira, G., Saetermoe, C., Ie, E., Horowitz, B., Palacios, B., Williams, P. B., Brockman, E., & Moses, J. (2021, Spring). BUILDing equity in STEM: A collaborative undergraduate research program to increase achievement of underrepresented community college students. Scholarship and Practice of Undergraduate Research (SPUR), 4(3), 47-58. 

• The authors document student, faculty, and institutional outcomes as well as share best practices in forming community college–university partnerships, including the NIH-funded BUILD PODER program, in which 81 community college students and 41 community college faculty have participated in. Future directions also are offered in the development and implementation of transdisciplinary, multi-institutional community college collaborations.
• Read the publication here. 

2. Camacho, T.C., Vasquez-Salgado, Y., Chavira, G., Boyns, D., Appelrouth, S., Saetermoe, C., & Khachikian, C. (2021, May). Science identity among biomedical science Latinx majors: The role of a critical race theory-informed undergraduate research experience. CBE - Life Sciences Education, 20(2). https://doi.org/10.1187/cbe.19-06-0124

• This study examines differences in science identities and the intention to pursue a science career among a sample of undergraduate Latinx seniors (N = 102) in biomedical science majors. Three groups were examined: 1) BUILD PODER (BP) students, 2) non-BP students who reported having a faculty mentor, and 3) non-BP students who reported no faculty mentorship. Results revealed that BP students reported the highest levels of science personal-identity and science social-identity upon graduation. Additionally, BP students and non-BP students with a mentor reported greater levels of science social-identity than those without a mentor. BP students also reported the strongest intentions to pursue a science career after college. These results highlight the importance of identity processes in the success of Latinx college students in biomedical science majors.
• Read the publication here.

3. Fernandez, F., Mason, S., Saetermoe, C., & Chavira, G. (2022, March-April). Evaluating Mentorship
   Programs: Survey Items for Improving Student Affairs Practice. Journal of College Student
   Development, 63(2): 223–228. [Link]
   
   In this research, we draw on our experiences evaluating a program that uses critical race theory to improve faculty–student mentoring. We share survey items from the quantitative portion of the evaluation, which examines the extent to which race is part of mentoring relationships. Then we provide preliminary findings to show that the survey items predict sense of belonging when they are used as a summative scale. We discuss implications for professionals who work with student affairs-based mentoring programs and for undergraduate

   research mentors

4. Kwan, P., Sharp, S., Mason, S. and Saetermoe, C. (2021, December). Faculty Writing Groups: The Impact of Protected Writing Time and Group Support. International Journal of Educational Research Open. https://www.sciencedirect.com/science/article/pii/S2666374021000704?via%3Dihu

• This manuscript describes the impact of protected writing time for faculty at a higher education, teaching institution who committed to focused, uninterrupted writing time on a weekly basis and exchanged writing challenges and tips with colleagues. A mixed methods approach was used to assess the impacts of the writing group which found increased productivity (manuscripts and publications, proposals and grants) and sense of a research community with enhanced structural knowledge, camaraderie, and morale.
• Read the publication here.

4. Vargas, J. H., Saetermoe, C. L., & Chavira, G. (2021). Using Critical Race Theory to reframe mentor training: Theoretical considerations regarding the ecological systems of mentorship. Higher Education, 81, 1043–1062. https://doi.org/10.1007/s10734-020-00598-z
   This article offers a theoretical and critical analysis of race-dysconscious mentorship involving students of color and white faculty. Inspired by ecological systems theory, critical race theory, and the NIH-funded program, Building Infrastructure Leading to Diversity: Promoting Opportunities for Diversity in Education and Research, our analysis considers the ecosystems that promote student pushout and hinder diversification of the scientific workforce, which call for “critical” alternatives to traditional research mentorship. We examine the historical, social–political, institutional, interpersonal, and intrapsychic ecosystems of traditional mentor–protégé relationships.
   
   Read the publication here.

4. Villaseñor, V., Bui, A., Guan, S. A., Jain, D., Saetermoe, C., Chavira, G., & Khachikian, C. (2021, Spring). Mentors make a difference: Community college students’ development in a biomedical research training program informed by critical race theory. Journal of Applied Research in the Community College, 28(1), 155 - 170.  

• This study examined the impact of participation in an undergraduate biomedical research training program (BUILD PODER) on community college students’ academic, career, and psychosocial development. In this quasi experimental design, community college students (Mage  = 21.29, SD = 5.02, 78.6% female) who had been in the program for a year (BUILD treatment group, N = 8) reported significantly greater understanding of research, course materials, and satisfactory mentorship compared to community college students in the pre-treatment, comparison group (Pre-BUILD group; N = 18). Qualitative analysis provided further insight into the academic and psychosocial impact of research training and mentoring for community college students interested in health and health equity.
• Read the publication here.

2020

1. Norris, K. C., McCreath, H., Seeman, T., Aley, S. B., Chavira, G., Christie, C., et al. (2020). Baseline characteristics of the 2015-2019 first year student cohorts of the NIH Building Infrastructure Leading to Diversity (BUILD) Program. Ethnicity & Disease, 30(4), 681-692. doi: 10.18865/ed.30.4.681 
   
   This article describes baseline characteristics of four incoming, first-year student cohorts at the primary BUILD institutions who completed the Higher Education Research Institute, The Freshmen Survey between 2015-2019. These freshmen are the primary student cohorts for longitudinal analyses comparing outcomes of BUILD program participants and non-participants. 
   
   

2. Vargas, J. H., Saetermoe, C. L., & Chavira, G. (2020, August). Using Critical Race Theory to reframe mentor training: Theoretical considerations regarding the ecological systems of mentorship. Higher Education, 81, 1043–1062. https://doi.org/10.1007/s10734-020-00598-z
   
   This article offers a theoretical and critical analysis of race-dysconscious mentorship involving students of color and white faculty. Inspired by ecological systems theory, critical race theory, and the NIH-funded program, Building Infrastructure Leading to Diversity: Promoting Opportunities for Diversity in Education and Research, our analysis considers the ecosystems that promote student pushout and hinder diversification of the scientific workforce, which call for “critical” alternatives to traditional research mentorship. We examine the historical, social–political, institutional, interpersonal, and intrapsychic ecosystems of traditional mentor– proté gé relationships.

2017

1. Saetermoe, C. L., Chavira, G.,Khachikian, C., Boyns, D., & Cabello, B. (2017). Critical Race Theory as a Bridge in Science Training: The California State University, Northridge BUILD PODER Program. Biomedical Central Proceedings, 11(21). https://doi.org/10.1186/s12919-017-0089-2

• The purpose of this paper is to describe Building Infrastructure Leading to Diversity (BUILD); Promoting Opportunities for Diversity in Education and Research (PODER), which is an undergraduate biomedical research training program based on transformative framework rooted in Critical Race Theory (CRT). Preliminary evaluation data suggest that BUILD PODER’s program has enhanced the racial/ethnic consciousness of the campus community, is effective in encouraging more egalitarian and respectful faculty-student relationships and is a rigorous program of biomedical research training that supports students as they achieve their goals. 
• Read the publication here.

Publications Under Review

1. Fernandez, F., Mason, S., Chavira, G., Kwan, P., & Saetermoe, C. (2024). The path to meaning: Examining a program to develop self-efficacy, science identity, and resilience. Equity and Excellence in Education.
   
   Hate crimes and racist incidents are occurring with alarming and increasing frequency on college and university campuses. When students are prepared to exercise resilience and respond to racism, they tend to have better mental health. We draw on prior literature to evaluate whether an anti-racist intervention that included CRT-informed mentoring, community building, and undergraduate research experiences, could influence students’ resilience and ability to respond to racism. Specifically, we propose and test a conceptual model using survey data for students who experienced the anti-racist intervention along with a comparable group of undergraduates. We find that the undergraduate research experience program positively influenced students’ sense of self-efficacy and science identity. While the undergraduate research experience program does not have direct influence on resilience, it indirectly influences capacity for resilience in the face of racism through its large effect on self-efficacy.

2. Moon, S., Guan, S-S. A., Vargas, J. H., Kin, J. C. P., Kwan, P., Saetermoe, C. L., Flores, G., E., & Chavira, G. (2023). Critical mentorship in undergraduate research experience builds science identity and self-efficacy.

3. Wagler, A., Chavira, G., Lindwall, J., McCreath, H., McIntee, F., Nguyen-Rodriguez, S. T., Ott, L., Ramirez, K. D., Snyder, K., & Mehta, K. (resubmitted). Student-centered factors influencing inclusion in STEMM majors among first-year undergraduate students. PLOS ONE.

   The ability to maintain a diverse scientific workforce is vital to promoting the US’s economic and technological competitiveness. Data have shown disparities for students from underrepresented groups (URG) in science, mathematics, medical, and engineering programs across each level of education from high school to doctoral
   studies. Research suggests that many URG students are pushed out of the STEMM track early in their academic careers, particularly during the first year. Most of these studies focus on well-known indicators such as science identity and self-efficacy to study inclusion in STEMM majors. Still, the current study sought to understand the
   influence of institutional environment and student-based characteristics on changes in major during the first-year undergraduate experience. Overall, these results indicate that institutional factors have an impact alongside student-based factors in STEMM major retention. In the first year. This manuscript identifies actions institutions can take environments to improve STEMM major outcomes.

Publications In Preparation

1. *Cascelli, L., Escobedo, P., *Moreno, K., *Carreon, M., Chavira, G., Kwan, P., Khachikian, C., Flores, G., & Ainsworth, A. Enhancing science identity, research self-efficacy, and research dissemination among underrepresented biomedical science majors: The impact of undergraduate research experiences.
2. Fernandez, F., Mason, S., Sharp, S., Chavira, G., Khachikian, C., Kwan, P., & Saetermoe, C.A (TBD) Supporting Students to Pursue Graduate Education: A Case Study of a STEM Undergraduate Research Experience Program, Studies in Graduate and Postdoctoral Education,
   
   Many studies have examined undergraduate research experiences (UREs) as an influential approach to encouraging undergraduates to pursue doctoral education. However, less is known about the different ways UREs can support students in developing and pursuing graduate intentions. The purpose of this paper is to identify the different ways that an URE program can support students to encourage them to apply to and enroll in graduate education.

3. Chavira, G., Echegoyan, L. E., Foroozesh, M., Hohmann, C., Keller, T., Maccala, N. M. G., Marayong, P., Purnell, D., Silver, G., & Vu, K. (2024). BUILDing Undergraduate Research Infrastructure: Mission-Critical Practices & Consideration. (DPC Consortium-wide publication). Studies in Higher Education

   In this cross-institutional collaboration, we leverage ten years of knowledge, expertise, and NIH-DPC-funding resources to identify mission-critical practices and considerations in developing undergraduate research infrastructure. We utilize a multiple case-study-design approach with six BUilding Infrastructure Leading to Diversity (BUILD) programs, each representing a single in-depth case within its own rich university context. Looking across cases allows us to understand the complex issue of developing research infrastructure in a way
   that may be transferable to other settings. The paper focuses on two high-impact practices seen as mission-critical in increasing research activity at undergraduate institutions: creating or enhancing an Office of
   Undergraduate Research (OUR) and fostering faculty grantsmanship. A multi-faceted understanding of the successes and barriers experienced in developing undergraduate research infrastructure is shared. We identified important considerations for building or breaking momentum, including core factors for accelerating research infrastructure development efforts: foundational supports, continuing resources, partnerships, and institutional policies and procedures. Momentum breakers, or commonly experienced events that serve to dismantle or hinder research infrastructure development have also been identified.

    

Presentations

1. Kwan, P., Saetermoe, C., Guan, S.-S. A., & Lin, J. (2023, June). BUILD PODER Pilot Projects: They work! Now what? Poster to be presented at the Annual Diversity Program Consortium Conference, UCLA, Los Angeles, CA.

2. Chavira, G., Flores, G., Escobedo, P., Moon, S., & Fernandez, F. (2023, June). Student outcomes highlight the success of CRT-informed student and mentor training. Poster to be presented at the Annual Diversity Program Consortium Conference, UCLA, Los Angeles, CA.

3. Moon, S., Guan, A. S-S., Lin, J. C. P., Kwan, P., Flores, G., & Chavira, G.. (2023, Jan). Trends in Science Skill: Student Science Skill Has Improved Over Time. [Oral Presentation]. The Hawaii International Conference on Education, Honolulu, HI.

4. Chavira, G. (2022, April). Microaggressions and Using CRT in Your Daily Work. College of Engineering, Diversity, Equity & Inclusion Committee, Oakland University, Rochester, MI. (virtual)
5. Chavira & Khachikian, C. (2022, March). Critical Mentorship. College of Engineering, Diversity, Equity & Inclusion Committee, Oakland University, Rochester, MI. (virtual)
6. Chavira, G. & Khachikian, C. (2022, February). How to be an Ally II. [Workshop]. College of Engineering, Diversity, Equity & Inclusion Committee, Oakland University, Rochester, MI. (virtual)
7. Kwan, P. & Vargas, J. H. (2022, February). BUILDing a “Critical” Mass: Mentorship and Initiatives to Promote Social Justice Research. California State University STEM Webcast. 
8. Chavira, G. (2022, January). BUILDing Scholars: Using CRT to Diversify the Biomedical Sciences.[ Oral Presentation]. Psychology Graduate Program in Community Psychology, University of Virginia (virtual)
9. Chavira, G. & Khachikian, C. (2022, January). How to be an Ally: Moving beyond being Non-racist. [Workshop]. College of Engineering, Diversity, Equity & Inclusion Committee, Oakland University, Rochester, MI. (Virtual)
10. Chavira, G. & Khachikian, C. (2021, August). Moving beyond being non-racist: BUILDing inclusivity in STEMM. [Oral presentation]. College of Engineering Faculty Retreat, Oakland University, Rochester, MI. 
11. Chavira, G. (2021, August). Critical Race Theory in Education. CSU STEM-NET: All Things STEM. Host: Frank Gomez. [Podcast presentation] Available: https://all-things-stem-podcast.simplecast.com/episodes/critical-race-theory-in-education 
12. Chavira. G.(2021, June).BUILDing an inclusive department and workplace. SF BUILD Faculty Leadership Institute. [Zoom oral presentation].
13. Chavira, G. (2021, June). BUILDing leadership capacity in your department. SF BUILD Faculty Leadership Institute. [Zoom oral presentation].
14. Chavira G.(2021, May). Increasing the pipeline to the doctorate: The case of master’s and doctoral universities partnerships. [Keynote speaker]. The Northwest Partnerships and Pathways Conference. 
15. Kwan, P. and Vargas, J. “BUILDing a “Critical” Mass: Mentorship and Initiatives to Promote Social Justice Research”. (2022, April) Social Justice Week. Sonoma State University
16. Kwan, P. and Vargas, J. “BUILDing a “Critical” Mass: Mentorship and Initiatives to Promote Social Justice Research”. (2022, February) Faculty Representation Matters – CSU BUILD Alliance’s Efforts to Mirror Our Students for Health Equity Webcast. CSU Office of the Chancellor 
17. Bui, A., Villasenor, V., & Guan, S. A. (2019, April). “A whole new support system”: Community college students’ development in a biomedical research training program. Western Psychological Association 99th Annual Convention, Pasadena, California. [Poster presentation].
18. Villasenor, V., Bui, A., & Guan, S. A. (2019, March). “A whole new support system”: Community college students’ development in a biomedical research training program. Annual Conference of the Council for the Study of Community Colleges, San Diego, California. [Roundtable presentation].