How Los Angeles neighbours partnered to show under-represented students the ‘unspoken rules’ to success

Laurie Barge and Arezoo Khodayari created an internship between NASA’s Jet Propulsion Laboratory and California State University, Los Angeles to launch the careers of students from minority backgrounds

Changemakers

This Nature Q&A series celebrates people who fight racism in science and who champion inclusion. It also highlights initiatives that could be applied to other scientific workplaces.

It started out as a one-time thing: in 2014, NASA astrobiologist Laurie Barge at the Jet Propulsion Lab (JPL) in Pasadena, California, took on an enterprising undergraduate student from the nearby California State University, Los Angeles (Cal State LA) as an intern. Later, the student wanted to expand her summer research into a master’s thesis. But she needed a supervisor at her university, so she approached environmental scientist Arezoo Khodayari.

As the trio brainstormed potential projects, Barge and Khodayari noticed numerous similarities between their fields of astrobiology and wastewater treatment. Cal State LA students studying environmental science with Khodayari could easily find overlapping research themes in Barge’s laboratory, which studies the potential for the emergence of life on other worlds. After co-hosting the first student, the supervisors thought they could keep the internship programme going.

They’ve since created structured opportunities for Cal State LA students from under-represented groups to conduct astrobiology research year-round at the JPL. Cal State LA is an institution serving minority ethnic groups: around 90% of its students are people of colour, with 75% identifying as Hispanic. More than half are first-generation students. Given that many undergraduates are from economically disadvantaged families and work during their academic studies, Barge and Khodayari ensure that the internship pays more than typical student jobs. And, by design, the interns’ stints overlap so that participants can form a peer-mentoring network.

Many of Khodayari’s students are interested in water issues, given the looming concerns over water scarcity in California, and end up working for Los Angeles’s departments of water, sanitation and utilities. “It’s a big thing for them to work for the public sector”, making a difference in their neighbourhood and the wider community, Khodayari says.

But that educational training also makes them good candidates for a career in astrobiology, because the two fields share foundational principles. The chemistry that shapes far-flung realms also dictates the reactions in water streams and sewage. The internship gives environmental-engineering students a chance to apply their skills to astrobiology, gain new insights and interests, and develop skills that complement their university degree.

Whether students end up pursuing astrobiology research or a career in water processing, both outcomes are a win. “Where they end up ultimately is not so much the point as is inspiring them to complete STEM [science, technology, engineering and mathematics] degrees,” Barge says. Khodayari and Barge tell Nature’s careers team about their partnership and the lessons they learnt while designing an internship directed towards students from under-represented groups.

What drives you as a scientist?

Barge: I’m interested in looking for life on other planets, but in the broader sense, I am also passionate about helping students to find their way in science. As I’m conducting research, I purposely structure my efforts around helping students gain career skills. This means, for example, creating experiment plans that are student-friendly; using reagents or protocols that are reasonable for a student in their first research experience; and having each student in a group be responsible for a piece of a larger project — so they not only feel ownership, but also learn to collaborate. Since the beginning, I have had a goal of having the students publish first-author papers and present at conferences. We also look for ways to build their professional skills by, for example, having them lead a training session on how to use one of the lab’s instruments or create a standard operating procedure — these things strengthen a CV.

Khodayari: For me, it’s intellectual curiosity. I’m a curious person by nature. People always joke that I ask too many questions. Research is exciting to me because it enables me to seek the answers to all those questions. And it’s exciting for me when I see the same curiosity in my students.

I am an immigrant woman and a first-generation university graduate. Coming from several minority backgrounds, I know how difficult it is to navigate university life and the path to success. Helping students who have had similar struggles is an issue very close to my heart.

Why is diversity, equity and inclusion work important to you?

Barge: Not having cultural capital or knowing what to do to succeed is a huge barrier. The path to success involves a lot of unspoken rules and norms that are hard to understand, unless you already know a peer who has done it or you have a mentor who can teach you. For example, students might not understand the importance of networking while progressing through the steps of a career in science, or of gaining research experience by talking to your professors rather than looking for opportunities online. Typically, in the sciences, you will be paid a stipend during a PhD programme. Not all students know that, and that misconception might prevent them from even applying.

Khodayari: Another one of those barriers is that some students don’t know that they qualify for opportunities such as the NASA internship. They have imposter syndrome. But you don’t need to have a lot of credentials under your belt to qualify for this kind of experience. I see how powerful it can be if we include people who don’t necessarily fit certain norms but have passion, desire, talent and motivation.

I currently have a very hard-working student in my lab. This student, at the end of the day, always wants to stay, finish the experiment and do more. I asked, “Do you want to consider this NASA internship opportunity? You seem pretty passionate about research.” He replied, “I’m working full time. I have to support my family, and I don’t have the luxury of doing research even though I love it.” He was surprised to find out that he could be paid a higher wage in the internship.