Using Participatory Narrative Portraiture to Understand Power Within Undergraduate Research Experiences

This full research paper explores undergraduate research experiences in engineering. Much of the literature about UREs focuses on the positive outcomes of these experiences (e.g. increased persistence in STEM programs) and the characteristics of UREs which are crucial to achieving these outcomes: 1) authentic engagement in research practice and 2) effective mentorship. However, there is little literature exploring the lived experiences of undergraduate researchers. Participatory research methods, which involve participants throughout the research process, allow researchers to get unique insight into participants lived-experiences. The purpose of this study was to pilot a method of participatory, narrative portraiture to understand how undergraduates navigate the power dynamics within their UREs. We define power dynamics as the factors that impact undergraduate researchers' ability to authentically engage in research practice. We collaborated with an undergraduate researcher in biomedical engineering, Sarah, to co-construct a storied, visual representation (i.e. a narrative portrait) of her undergraduate research experience. We then conducted a thematic analysis of Sarah's narrative portrait to explore how power manifested within her experience. Our findings suggest that this method can help reveal the ways institutions and research mentors may intentionally or unintentionally use their power to impact undergraduate researchers. This knowledge can help individuals, like research mentors, critically reflect on how they can use their power to support undergraduate researchers.