What Black Undergraduates Majoring in STEM Learn from Structured Research Programs: Differences by Sex Terrell L. Strayhorn 1 , Brian A. Burt 2 1 Dept. of Educational Leadership and Policy Studies, University of Tennessee, USA 2 Center for the Study of Higher and Postsecondary Education, University of Michigan, USA strayhorn@utk.edu 1 , burtbri@umich.edu 2 Abstract Colleges and universities have invested in structured undergraduate research experiences (SUREs) as a mechanism for broadening participation among underrepresented racial/ethnic minorities (URMs), yet few studies focus on sex differences in the perceived beneits that URMs gain from their participation in SUREs. Using survey data from 54 African American SURE participants at 3 major research universities, results suggest: (a) women reported higher learning gains on 8 outcomes including research self-eficacy and (b) one statistically signiicant sex-based differ- ence in terms of learning about the research/scientiic process, F(1,52)=2.29, p<0.10. Hierarchical linear regression tests indicate that perceived learning gains mediate the relationship between sex and Black students’ subjective evaluation of the program, F(13,39)=3.40, p<0.01, thereby reducing the “sex effect” to non-signiicance. In other words, differences in Black students’ satisfaction with the program are explained, in part, by differences in perceived learning gains not gender. Implications for policy, practice, and research are highlighted. Introduction Achievement disparities between White and Black students have been well-documented, although they remain wide and persistent.1 For instance, African Americans, on average, perform at the same level as White students in the lowest quartile of achievement, especially in math and science. Similar results are found at the postsecondary level where White students represent 65% of bachelor’s (BA) degrees in science, technology, engineering, and math (STEM) ields, whereas only 8% are earned by African Americans.2 Even larger gaps are observed between African American men and women in terms of national postsecondary enroll- ment and attainment trends. For instance, Black women outnumber their same-race male counterparts by a ratio of 2:1 and more than two-thirds of Black men who enter college do not graduate within 6 years, the lowest completion rate among both sexes and all ethnic groups.3 To reduce, if not eliminate, these gaps, as well as to broaden participa- tion among underrepresented minorities (URMs), colleges and universities have invested in structured undergradu- ate research experiences (SUREs), which provide opportunities for students to engage in research with a scientist or engineer. SUREs are designed generally to nurture students’ interest in STEM, improve research skills, enhance research self-eficacy, and facilitate entry into graduate school, yet few studies focus on (a) the gains (i.e., knowledge, competencies, skills) that students acquire through their involvement in SUREs or (b) sex differences in the per- ceived beneits that Black students report.4 This is the gap addressed by the study upon which this report is based. The purpose of the study was to measure the perceived learning gains that accrue to African American undergradu- ates who participate in SUREs at predominantly White institutions. Secondly, the study aimed to measure differences between Black men’s and women’s perceived gains as a result of their participation. Lastly, we sought to determine if learning mediated the relationship between sex and students’ subjective evaluation (i.e., satisfaction) of their ex- perience.