Accidental Scientists: How Undergraduate Research in Political Science Can Help to Patch the “Leaky Pipeline” in STEM Education

ABSTRACT Education advocates lament the “leaky pipeline” in science, technology, engineering, and math (STEM), whereby students—especially minorities and women—drop out of STEM at successive stages of the educational system. Defining empirical political science as a branch of STEM, this article proposes that undergraduate research in political science can help to patch this leaky pipeline and expand access to scientific skills and habits of mind. I elaborate on three rationales to support my claim: (1) political science is a relatively diverse field of STEM; (2) college primes students to think like (political) scientists; and (3) students often encounter political science research opportunities for the first time as undergraduates, presenting an opportunity for faculty to “catch” those who selected out of STEM after high school. I substantiate my arguments by drawing on enrollment data, archival documents, the theories of John Dewey, and testimonials from former undergraduate researchers. I also recommend ways for political science departments to provide a meaningful STEM education by enhancing research programs.