The impact of mentoring strategies within research experiences on broadening access to the life sciences was analyzed by examining both how these experiences impacted student success and how the quality of mentorship affected the development of research and academic skills for a diverse population of students at a public, minority-serving institution.

This study carefully examines the perceptions and experiences of several women who are part of an overlooked group-college students who work in the sex industry. Interviews were conducted with students working in strip clubs or pornography. The reasons why they choose such work and how this choice impacts them are explored. Findings reveal that the women clearly recognize the time and monetary benefits as a main motivating factor for their employment in the sex industry, and they downplay the threat of violence as the main cost. The women perceive the primary cost to be the stigma they faced and the cognitive dissonance it produces as they negotiate their student and sex worker identities. They employ a variety of coping strategies to manage the negative effects of stigma, including cognitively separating themselves from the norms of the industry, justifying why they do such work, focusing on other more positive roles, avoidance through substance use, and leaving the industry. These strategies help resolve the cognitive dissonance created by their participation in sex work. This paper will highlight the ways in which faculty and staff can assist student sex workers in developing healthy coping strategies, accessing help, and persisting in their college enrollment.

To assess what questions are already answered and what still needs to be discovered about the high-impact practice of undergraduate research (UR), the authors conducted a mixed-methods study, including a systematic analysis of literature that assessed the impact of UR, and interviewed faculty and administrators actively engaged in UR. Findings demonstrated that most studies on UR have focused on STEM fields and student outcomes. Fewer studies have examined other disciplines or other outcomes such as the impact of UR on faculty or institution. Despite ample research that demonstrates outcomes associated with UR, more work is needed to establish a causal relationship between UR and these outcomes, to diversify the topics and scope of scholarship on UR, and to demonstrate the far-ranging impacts of UR.

Current literature underscores the need to address unwelcoming campus climates for LGBQ+ students both in and outside of the classroom by taking a critical look at the practices adopted at the institution. Using a large-scale, multi-institution quantitative and qualitative data set, this study examined student perceptions of the inclusion of LGBQ+ issues in curricula and how this relates to other forms of engagement. We found differences in student perceptions by major and sexuality, and that relationships between engagement and LGBQ+ curricular inclusion are strong for LGBQ+ and non-LGBQ+ students. Quotes from students highlight the disconnect felt between coursework and discussions of sexuality, as well as the great importance of creating inclusive spaces for the LGBQ+ community. CULTURALLY ENGAGING COURSES 3 Culturally Engaging Courses and Campuses for LGBQ+ Issues Y'all are not here for us. Step it up." -A queer identifying student's write-in responseWithin the field of higher education, scholars emphasize the reality that the experience of campus climate and culture varies by students' backgrounds and social identities (see Museus, 2014). What this body of research showcases is that students' perceptions of how accepting and welcoming their campus environments are differ based on a person's social location, especially relevant for collegians from historically marginalized identities (e.g., Museus, 2014;Museus, Yi,

The lack of diversity in STEM professions is an ongoing concern for the US both in terms of social justice and in having a globally competitive workforce. This study provides information for campus leaders to be proactive in considering a wide array of identities to meet the needs of students beyond attending to structural forms of diversity. Data from a large-scale, multi-institution study of students' perceptions of inclusive coursework and institutional commitment to diversity in STEM fields furthers what we know about diversity in these majors. Results encourage campus leaders to additionally consider sexual orientation and disability status in conversations about diversity and to think about how culturally engaging and inclusive courses go beyond the content of the course. DIVERSITY IN STEM 3 An Examination of Inclusivity and Support for Diversity in STEM FieldsThe lack of diversity in science, technology, engineering and math (STEM) professions is an ongoing concern for the United States both in terms of social justice and in having a globally competitive workforce (National Academy of Sciences [NAS], National Academy of Engineering, & Institute of Medicine, 2011). In order to compete globally, the U.S. will need to increase the overall enrollment, persistence, and representation of people of color in STEM majors (President's Council of Advisors on Science and Technology [PCAST], 2012). Enrollment and persistence of diverse students in STEM majors in college is a critical component in diversifying STEM (NAS, et al, 2011). Greater compositional diversity in college is also beneficial for students and related to greater student recruitment and retention