The Student Research Mentorship Program, run by Columbia University Libraries’ SESSL (Science, Engineering, and Social Science Libraries) division, paired five first-generation, low-income students and students of color with librarian mentors. These student researchers leveraged the Libraries’ collections and services to research their chosen topics and create deliverables such as story maps, interactive web-based infographics, historical overviews, legislative and policy timelines, and research project proposals. They also created project displays now featured in the Lehman, Science & Engineering, and Social Work Libraries. You can find some of the students’ project deliverables in Academic Commons. A post-program survey revealed that the student researchers found the experience liberating, empowering, and meaningful, with at least one now considering a PhD program.

Learn more about these students’ projects and where to find their displays in a SESSL library:

Higher Education Access for Undocumented Immigrants: Case Studies on the Impact of Higher Education Policy on Economic Mobility

Researcher: Rebecca Crandall (Sociology, Columbia College)
Display Location: Lehman Social Sciences Library, Main Lobby
Librarian Mentor: Ben Chiewphasa
Academic Commons DOI: https://doi.org/10.7916/e38d-bv33
Description: This project examines state-level policies regarding higher education access for undocumented immigrants in the United States, with case studies on California, Massachusetts, North Carolina, South Carolina, and Texas. Using data compiled from the Opportunity Atlas, this research explores the impact of these higher education policies on economic mobility among undocumented populations. The findings suggest that while inclusive college enrollment and financial aid policies facilitate immigrant integration and economic opportunities, broader societal factors greatly influence mobility outcomes.

Home Sweet Home: Analyzing the Effects of Environmental Home Stressors on the Health Outcomes of New Yorkers

Researcher: Gabriella Garcia (Epidemiology, Mailman School of Public Health)
Display Location: Lehman Social Sciences Library, Main Lobby
Librarian Mentor: Emily Schmidt
Description: Housing is vital for health and well-being, with conditions within the environment playing a crucial role. Poor housing conditions, or environmental stressors, can jeopardize health and worsen social inequalities. In New York City, high rent costs and poor-quality housing have led to significant health issues, with nearly 50% of renter-occupied homes reporting maintenance problems in 2020. This project examines how stressors like pests, inadequate lighting, mold, lead, and insufficient heating affect health in Manhattan. Findings suggest a need for further research on less documented stressors and housing types to inform policy reforms and address these inequalities.

Tracing Carceral Logic in America: A 400-Year Story of Mass Criminalization

Researcher: Mariam Osman (Anthropology, School of General Studies)
Display Location: Lehman Social Sciences Library, Main Lobby
Librarian Mentor: Eamon Tewell
Description: How did we reach a state of mass criminalization in America? The American judicial system has historically been deployed and continues to be used against historically marginalized communities in the United States, going so far as to create policies that quite literally kill people, as well as deny them basic goods and services, employment, and shelter. This project explored various policies and practices, with a selection presented in the display.

Positive Black Identity and Academic Achievement

Researcher: Aretha Campbell (School of Social Work)
Display Location: Social Work Library, Main Lobby
Librarian Mentor: Nickeisha Pencil
Academic Commons DOI: https://doi.org/10.7916/6qdf-9620
Description: A literature review informed by a systematic review methodology was conducted on ten studies, to ascertain the impact of positive Black Identity on educational attainment. Based on Identity theory the expectation was a positive association between positive Black identity and academic achievement. The findings of all ten studies were in keeping with Identity Theory, that is positive Black identity improves educational attainment to varying degrees. Additionally, this project outlined a plan to explore the topic further using photovoice, a Community Based Participatory Research (CBPR) method.

Science Education Has a Long History of Inaccessibility: Understanding Western Science as an Intellectual Colonial Project

Researcher: Malaya William-Jones (Astronomy & Astrophysics, Columbia College)
Display Location: Science & Engineering Library, Campus Level
Librarian Mentor: Kae Bara Kratcha
Description: The early professionalization of science, marked by exclusivity and alignment with financial and political interests, still shapes modern science education, undermining ideals of universality and equity. Via a historical analysis, this project examines the legacy that falsely presents science as a privilege for an elite few, restricting opportunities and narrowing scientific inquiry. To overcome these barriers, science education must reject these outdated norms and embrace inclusivity, diversity, and broad exploration. This shift is crucial for advancing science and fostering a more engaged and innovative society. By doing so, we can unlock science’s full potential as a driver of progress and effectively address today’s complex challenges.

The program team consisted of Kae Bara Kratcha (lead), Ben Chiewphasa, Nickeisha Pencil, Emily Schmidt, and Eamon Tewell. The program was funded by the Columbia University Libraries’ Antiracism, Diversity, Equity, and Inclusion (ADEI) Program.

If you have any questions about the program, please reach out to LibraryResearchMentorship@library.columbia.edu.