Abstract

This exploratory case study examines the impact of a community-based research project on four undergraduate women participating in the United States Federal Work-Study FWS program in an urban area of the North Eastern United States. Utilizing Situated Expectancy-Value Theory, the study investigates how these experiences and economic challenges shape students’ perceptions of their success, the value they place on Science, Technology, Engineering, Mathematics, and Medicine fields, and their sense of belonging. The participants, including three women of color and one white student, come from diverse STEM-related programs, providing a nuanced perspective on how community-based research influences their academic and career trajectories. The findings highlight the role of practical experience and mentorship in enhancing students’ confidence, aligning their personal motivations with research goals, and fostering a strong sense of belonging. This research contributes valuable insights into supporting underrepresented students in STEMM and underscores the need for further exploration of such interventions.

Keywords: Situated Expectancy Value theory, Federal work-study students, undergraduate education, community-based research.