Doctoral Degree Attainment From Ronald E. McNair Scholars Program Alumni: An Explanatory Embedded Case Study

Due to structural inequity, White students, those whose parents attained a university degree, and those from upper/middle class households are more likely to attain a doctoral degree. One federal program, the Ronald E. McNair Post-baccalaureate Achievement Program, provides undergraduates with academic and financial support to help marginalized students enroll and succeed in graduate school. However, little research has examined how this program has helped students attain the ultimate goal of a PhD. In this explanatory, embedded case study, 12 participants described how the program provided financial, academic, and social supports from peers, faculty, and staff during their doctoral programs.

Helping Students From the McNair Scholars Program Enroll in Graduate School: A Multilevel Modeling Examination

Due to structural educational inequity, students who are first-generation, low-income, and certain students of color have lower graduate degree attainment compared to their peers. One national program, the Ronald E. McNair Post- Baccalaureate Achievement Program, serves students from these groups to increase the number of students from these backgrounds who enroll in graduate school and obtain a doctoral degree. This study utilized federal data to examine graduate school enrollment rates for students from this program and understand variation among programs in students enrolling in graduate school. Results indicate that program funding and length of time funded do not statistically and significantly relate to graduate enrollment rates. Additionally, the program works better to help students who were able to graduate with an undergraduate degree. The article concludes with practical implications for those in higher education and limitations of the study.

You’re Going to Need a Team

This chapter discusses the lessons for women of color undergraduate and graduate students that the author learned from participating in the McNair Scholars Program in 2009. These include the benefits of forming a community, finding the right mentor or mentors, and prioritizing a regular practice of self-care. The chapter provides firsthand examples of challenges as well as tips and possible solutions for such obstacles. In this essay, administrators and staff can find suggestions for what types of programming can help women of color prepare for graduate school and finish it. Undergraduates will find tips for what types of support they should be seeking out if they are interested in going to graduate school. Graduate students will find recommendations on how to succeed professionally and personally.

A Tale of Two Programs: Broadening Participation of Underrepresented Students in STEM at Loyola Marymount University

This paper highlights two programs that successfully support underrepresented students in STEM disciplines at Loyola Marymount University (LMU). ACCESS (A Community Committed to Excellence in Scientific Scholarship) is a program that focuses on academics and critical thinking skills, which provides a threeweek residential component for incoming students and continued mentoring during their first year in college. The LMU McNair Scholars Program is one of over 150 McNair Scholars Program sites federally-funded by the U.S. Department of Education and has the overarching goal of increasing number of graduate degrees awarded to students from underrepresented segments of society. For both ACCESS and McNair, we give an overview of each program and detail about components of the programs that have led to success. In addition, we specifically address the rewards and challenges when providing mentorship at multiple levels.

Angela Vidal-Rodríguez : nos tiene muy impresionados el tipo de investigación que hace la Utec

Una comitiva integrada por diez estudiantes y dos docentes de Northeastern Illinois University, visitaron El Salvador por dos semanas para un intercambio cultural y educativo junto a 20 alumnos y docentes de diferentes centros de educación superior, entre ellos, la Universidad Tecnológica de El Salvador (Utec). Angela Vidal-Rodríguez, directora del McNair Scholars Program de la misma universidad, concedió una entrevista a revista entorno para conversar sobre esta visita.Entorno, agosto 2015, número 59: 6-8