A Model For Underrepresented Minority Student Success In Engineering: The Pref Summer Bridge Program

Can an Engineering Summer Bridge Program Effectively Transition Underrepresented Minority Students Leading to Increased Student Success?

10.18260/1-2--20142 ◽

2020 ◽

Author(s):

Darryl Dickerson ◽

Freddy Solis ◽

Virginia Womack ◽

Tasha Zephirin ◽

Carol Stwalley

Keyword(s):

Student Success ◽

Minority Students ◽

Summer Bridge Program ◽

Underrepresented Minority ◽

Summer Bridge ◽

Underrepresented Minority Students ◽

Bridge Program

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Best Practices for Underrepresented Minority Students in an Engineering Summer Bridge Program

10.18260/p.26198 ◽

2016 ◽

Author(s):

Angela Verdell ◽

Jason Keith ◽

James Warnock ◽

Vemitra White

Keyword(s):

Best Practices ◽

Minority Students ◽

Summer Bridge Program ◽

Underrepresented Minority ◽

Summer Bridge ◽

Underrepresented Minority Students ◽

Bridge Program

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A Good Start?: The Impact of Texas’ Developmental Summer Bridge Program on Student Success

The Journal of Higher Education ◽

10.1353/jhe.2016.0010 ◽

2016 ◽

Vol 87 (2) ◽

pp. 150-177 ◽

Cited By ~ 1

Author(s):

Heather Wathington ◽

Joshua Pretlow ◽

Elisabeth Barnett

Keyword(s):

Student Success ◽

Summer Bridge Program ◽

Summer Bridge ◽

Bridge Program ◽

The Impact

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Impact of an intensive multi-disciplinary STEM enrichment program on underrepresented minority student success

Journal of Applied Research in Higher Education ◽

10.1108/jarhe-12-2020-0452 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Dina Ghazzawi ◽

Donna Lynn Pattison ◽

Catherine Horn ◽

John Hardy ◽

Beverly Brown

Keyword(s):

Student Success ◽

Minority Student ◽

Strong Impact ◽

Program Participation ◽

Underrepresented Minority ◽

Stem Fields ◽

Summer Bridge ◽

Content Type ◽

Enrichment Program ◽

The Impact

PurposeThis study examines the impact of participation in a STEM Enrichment Summer Bridge Program, funded by the NSF Houston-Louis Stokes Alliance for Minority Participation, on undergraduate student success outcomes, particularly for under-represented students.Design/methodology/approachThe study uses propensity score matching and logistic regression analysis to examine the effects of participation in the STEM enrichment program on graduation and retention in STEM after matching on baseline socio-demographic and pre-college characteristics.FindingsThe analysis found that program participation had a significant effect on increasing both the graduation rates and retention of under-represented minority students in STEM fields. In addition, results indicated that program participation had a particularly strong impact for Pell-eligible students in terms of course grades.Research limitations/implicationsData obtained for this study were limited to a single Hispanic-serving/Asian-serving institution, and therefore are not necessarily representative of the graduation and retention trends of the larger population of underrepresented minority (URM) students across the nation.Originality/valueThis study uniquely adds to the existing body of literature surrounding the retention of URM students in STEM fields by accounting for baseline variables, such as pre-college academic achievement and socio-demographic characteristics, that could lead to bias in estimating results. Specifically, this study addresses limitations of previous studies by comparing participants and non-participants of the STEM enrichment program who are matched on a selection of baseline characteristics.

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