Graduate bridge programs as nepantla for minoritized students in STEM: Navigating challenges with non-bridge peers and faculty.

In Latin America different policies sustained in State-Civil Society alliances are implemented in order to warrant the right to education in marginalized sectors. Uruguay and Argentina carry out “bridge” programs and “completion” plans for adolescents, youngsters and adults to enter, re-enter or finish Medium Level Studies. I compare the characteristics of the alliance State-Civil Society in the co-management of the “Aulas Comunitarias” (Communitarian Classrooms) Program (PAC, Uruguay, 2007) and the “Plan de Finalización de Estudios Secundarios para Jóvenes y Adultos” (Finalization of Secondary Studies for youngsters and adults Plan) (FinEs 2, Argentina, 2008), aiming to understand their contributions to the processes of educational inclusion, as well as their limits. I analyze their genesis, political-institutional design/ways of organization and form of co-management contemplating: a) political-institutional approach to analyze public policy, b) Neo-institutionalism: sociopolitical as well as organizational and historic, c) co-management, d) educational management (paradigms: administrative and strategic). I implement a qualitative methodology, selecting co-management (as performed until December, 2015) as the unit of analysis. The findings show that PAC y FinEs 2 warrant the right to education supported by the attachment of several actors and sectors to their objectives. The quality of the contribution of alliances differs according the political-institutional design, kind of organization and forms of co-management: PAC shows a strategic co-management and FinEs 2 and administrative co-management.

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Interdisciplinary summer bridge programs to improve student outcomes

10.7287/peerj.preprints.27816v1 ◽

2019 ◽

Author(s):

Easton R White

Keyword(s):

Biological Sciences ◽

Educational Opportunity ◽

Summer Bridge ◽

Sat Scores ◽

Educational Opportunity Program ◽

Bridge Programs ◽

Bridge Program ◽

And Performance ◽

And Mathematics ◽

Science Major

The Biology Undergraduate Scholars Program (BUSP) at UC Davis provides additional academic support and advising for a small (<40 students) cohort in the biological sciences each year. Students come from historically underrepresented racial or ethnic groups, the educational opportunity program, or have a disability. As part of the program, students participate in a two-week biology bridge program to prepare them for introductory ecology and evolution. The bridge program involves active learning assignments and team-based learning with a focus on the connection between biology and mathematics. We found that BUSP participants improved their biology knowledge through the summer bridge program. However, math confidence, SAT scores, Grit measures, and performance in the bridge program were not predictive of success in their biology course. We also found that BUSP students were more likely to remain in Life Science major and graduate.

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Bridge Programs

The International Encyclopedia of Higher Education Systems and Institutions ◽

10.1007/978-94-017-8905-9_300074 ◽

2020 ◽

pp. 155-155

Keyword(s):

Bridge Programs

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Building Better Bridges into STEM: A Synthesis of 25 Years of Literature on STEM Summer Bridge Programs

CBE—Life Sciences Education ◽

10.1187/cbe.17-05-0085 ◽

2017 ◽

Vol 16 (4) ◽

pp. es3 ◽

Cited By ~ 11

Author(s):

Michael Ashley ◽

Katelyn M. Cooper ◽

Jacqueline M. Cala ◽

Sara E. Brownell

Keyword(s):

Academic Success ◽

Student Persistence ◽

Review Of The Literature ◽

Summer Bridge Programs ◽

Summer Bridge ◽

Bridge Programs ◽

Bridge Program ◽

The Past ◽

Science Technology ◽

And Mathematics

Summer bridge programs are designed to help transition students into the college learning environment. Increasingly, bridge programs are being developed in science, technology, engineering, and mathematics (STEM) disciplines because of the rigorous content and lower student persistence in college STEM compared with other disciplines. However, to our knowledge, a comprehensive review of STEM summer bridge programs does not exist. To provide a resource for bridge program developers, we conducted a systematic review of the literature on STEM summer bridge programs. We identified 46 published reports on 30 unique STEM bridge programs that have been published over the past 25 years. In this review, we report the goals of each bridge program and whether the program was successful in meeting these goals. We identify 14 distinct bridge program goals that can be organized into three categories: academic success goals, psychosocial goals, and department-level goals. Building on the findings of published bridge reports, we present a set of recommendations for STEM bridge programs in hopes of developing better bridges into college.

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