scholarly journals The Field Experience as a Potential Barrier to Underrepresented Minority Student Participation in Ecological Sciences

2021 ◽  
Author(s):  
Sarah Whipple ◽  
Gillian Bowser ◽  
Richard Harvey ◽  
Nina S. Roberts
Keyword(s):  
Potential Barrier ◽  
Field Experience ◽  
Student Participation ◽  
Minority Student ◽  
Underrepresented Minority

scholarly journals Training Future Scientists: Predicting First-year Minority Student Participation in Health Science Research

2007 ◽  
Vol 49 (2) ◽  
pp. 126-152 ◽  
Author(s):  
Sylvia Hurtado ◽  
M. Kevin Eagan ◽  
Nolan L. Cabrera ◽  
Monica H. Lin ◽  
Julie Park ◽  
...  
Keyword(s):  
Student Participation ◽  
Minority Student ◽  
Science Research ◽  
Health Science ◽  
First Year ◽  
Health Science Research

scholarly journals Peer-Led Team Learning Improves Minority Student Retention in STEM Majors

2017 ◽  
Author(s):  
Jeremy D. Sloane ◽  
Julia J. Snyder ◽  
Jason R. Wiles
Keyword(s):  
Team Learning ◽  
College Graduates ◽  
Minority Student ◽  
Professional Community ◽  
Retention Rates ◽  
Racial Groups ◽  
College Level ◽  
Underrepresented Minority ◽  
National Academy Of Sciences ◽  
Chi Square

AbstractThe President’s Council of Advisors on Science and Technology issued a report in 2012 calling for a drastic increase in the number of STEM graduates produced in our country over the following decade if we are to remain economically competitive globally (PCAST, 2012). The report cited the disparity between the diversity among the general public versus that of the STEM professional community and recommended measures to ensure that the women and members of underrepresented racial groups, who together comprise 70% of college graduates but only 45% of college STEM graduates, would become better represented in those fields. This call for action echoed calls by the National Academy of Sciences to expand underrepresented minority participation in STEM at the college level (NAS, 2011). In the following study, we examined whether participation in the Peer-Led Team Learning (PLTL) model in introductory biology influenced the rates of recruitment into STEM and retention in STEM for underrepresented minority (URM) students and for non-URM students. Chi-square analyses reveal that there are significant gaps in STEM recruitment and retention rates between URM and non-URM students, but when these students participate in the PLTL model, no differences in STEM recruitment or retention rates were observed. Additionally, we found that STEM retention rates were significantly improved for URM students who engaged in PLTL.

scholarly journals Factors Influencing Student Gains from Undergraduate Research Experiences at a Hispanic-Serving Institution

2016 ◽  
Vol 15 (3) ◽  
pp. ar30 ◽  
Author(s):  
Heather Daniels ◽  
Sara E. Grineski ◽  
Timothy W. Collins ◽  
Danielle X. Morales ◽  
Osvaldo Morera ◽  
...  
Keyword(s):  
Family Income ◽  
Linear Models ◽  
Undergraduate Research ◽  
El Paso ◽  
Minority Student ◽  
Underrepresented Minority ◽  
Research Experiences ◽  
Hispanic Serving Institution ◽  
Undergraduate Research Experiences ◽  
Hispanic Serving

Undergraduate research experiences (UREs) confer many benefits to students, including improved self-confidence, better communication skills, and an increased likelihood of pursuing science careers. Additionally, UREs may be particularly important for racial/ethnic minority students who are underrepresented in the science workforce. We examined factors hypothetically relevant to underrepresented minority student gains from UREs at a Hispanic-serving institution, such as mentoring quality, family income, being Latino/a, and caring for dependents. Data came from a 2013 survey of University of Texas at El Paso students engaged in 10 URE programs (n = 227). Using generalized linear models (GzLMs) and adjusting for known covariates, we found that students who reported receiving higher-quality mentorship, spending more hours caring for dependents, and receiving more programmatic resources experienced significantly greater gains from their URE in all three areas we examined (i.e., thinking and working like a scientist, personal gains, and gains in skills). In two of three areas, duration of the URE was positive and significant. Being Latino/a was positive and significant only in the model predicting personal gains. Across the three models, quality of mentorship was the most important correlate of gains. This suggests that providing training to faculty mentors involved in UREs may improve student outcomes and increase program efficacy.

scholarly journals Improving Underrepresented Minority Student Persistence in STEM

2016 ◽  
Vol 15 (3) ◽  
pp. es5 ◽  
Author(s):  
Mica Estrada ◽  
Myra Burnett ◽  
Andrew G. Campbell ◽  
Patricia B. Campbell ◽  
Wilfred F. Denetclaw ◽  
...  
Keyword(s):  
Student Persistence ◽  
Minority Student ◽  
Howard Hughes Medical Institute ◽  
Current Data ◽  
Medical Institute ◽  
Underrepresented Minority ◽  
Stem Students ◽  
And Mathematics ◽  
The Impact ◽  
Persistence In Stem

Members of the Joint Working Group on Improving Underrepresented Minorities (URMs) Persistence in Science, Technology, Engineering, and Mathematics (STEM)—convened by the National Institute of General Medical Sciences and the Howard Hughes Medical Institute—review current data and propose deliberation about why the academic “pathways” leak more for URM than white or Asian STEM students. They suggest expanding to include a stronger focus on the institutional barriers that need to be removed and the types of interventions that “lift” students’ interests, commitment, and ability to persist in STEM fields. Using Kurt Lewin’s planned approach to change, the committee describes five recommendations to increase URM persistence in STEM at the undergraduate level. These recommendations capitalize on known successes, recognize the need for accountability, and are framed to facilitate greater progress in the future. The impact of these recommendations rests upon enacting the first recommendation: to track successes and failures at the institutional level and collect data that help explain the existing trends.

Toward a Theory of Minority Student Participation in Predominantly White Colleges and Universities

2000 ◽  
Vol 2 (1) ◽  
pp. 69-91 ◽  
Author(s):  
Kenneth P. González
Keyword(s):  
Predominantly White ◽  
Student Participation ◽  
Minority Student ◽  
First Generation College Students ◽  
Colleges And Universities ◽  
Cultural Transformation ◽  
University Culture ◽  
Cultural Workers ◽  
First Generation College ◽  
Framework Development

This article describes the construction of an alternative framework for minority, specifically Chicano, student participation in predominantly White colleges and universities. The framework described is based on a two-year study investigating the experiences and actions of first-generation college students who identify themselves as Chicano. Through interpretation of interviews, observations, and documents, an in-depth understanding of the nature of their experiences and actions on a predominantly White university in the Southwest United States was gained. The culmination of this understanding was captured in the construction of a grounded (Glaser & Strauss, 1967), conceptual framework. Development of the framework occurred in three stages: first the role of the students as cultural workers was posited, highlighting the ways in which the students took active roles in fighting their marginalization; the next stage focused on the ways in which Chicano culture provided “cultural nourishment” for the students in their role as cultural workers; and finally, the framework suggests that students seek to achieve synthesis between their own culture and the university culture in such a way that it creates cultural transformation and liberation.

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