Abstract 1274 Building Scientific Identity, Authentic Research Skills and Retention Amongst a Cohort of Intersectionly Diverse Undergraduate Women in Chemistry and Biochemistry

Mount Mary University (MMU) is a small, liberal-arts based, all female undergraduate institution in Milwaukee Wisconsin.86% of our undergraduates come from Milwaukee.Their 53206 zip code denotes the 2nd most impoverished large city in the nation.79% of our STEM undergraduates are women of color.Because of our continued #1 ranking in social mobility (2024 US News and World Report), MMU is in a position to bridge the gender divide by recruiting and retaining women from historically untapped groups to enter and succeed in STEM.We have completed year three of an NSF S-STEM track 2 award providing academically-talented, financially-in need students with rich, early and sustained opportunities to conduct original microbiological research.We implemented the Tiny Earth Program as a CURE (course-based undergraduate research experience).Here, students isolate and characterize soil bacteria as a source of previously unidentified antibiotic producing organisms.CUREs have been shown to increase retention, persistence to graduation, build a sense of belonging, and provide a space for cohort community building.Quantitative measurements given to the CURE-enrolled STEM students demonstrate that participation correlated with a higher overall motivation to learn and engage with science in general compared to control non-CURE students.CURE students indicated higher 'inherent satisfaction in learning science for its own sake; and the belief they have control over their ability to learn science'.CURE participants more frequently saw traits of scientists in themselves and felt they identified as a scientist.Some anecdotal answers from the prompt "Do you feel this CURE provides community?" the students responded: "Yes, this is a safe space.","I look forward to coming.","We help each other to grow and learn.","There is a connection and belonging.".Through this CURE, students report increased motivation, satisfaction and internal locus of control in relation to science, traits that correlate with STEM persistence.