Increasing Persistence in Undergraduate Science Majors: A Model for Institutional Support of Underrepresented Students

The 6-yr degree-completion rate of undergraduate science, technology, engineering, and mathematics (STEM) majors at U.S. colleges and universities is less than 40%. Persistence among women and underrepresented minorities (URMs), including African-American, Latino/a, Native American, and Pacific Islander students, is even more troubling, as these students leave STEM majors at significantly higher rates than their non-URM peers. This study utilizes a matched comparison group design to examine the academic achievement and persistence of students enrolled in the Program for Excellence in Education and Research in the Sciences (PEERS), an academic support program at the University of California, Los Angeles, for first- and second-year science majors from underrepresented backgrounds. Results indicate that PEERS students, on average, earned higher grades in most “gatekeeper” chemistry and math courses, had a higher cumulative grade point average, completed more science courses, and persisted in a science major at significantly higher rates than the comparison group. With its holistic approach focused on academics, counseling, creating a supportive community, and exposure to research, the PEERS program serves as an excellent model for universities interested in and committed to improving persistence of underrepresented science majors and closing the achievement gap.     

Applying IRSS Theory: The Clark Atlanta University Exemplar

The percentage of underrepresented minorities (African‐American, Hispanic, Native Americans) that have obtained graduate level degrees within computing disciplines (computer science, computer information systems, computer engineering, and information technology) is dismal at best. Despite the fact that academia, the computing workforce, professional associations, and scientific societies have identified procedures, models, and best practices in an attempt to increase the number of individuals within these underrepresented communities, the number of minorities receiving MS and PhDs in these fields have only increased marginally. In this article, we discuss how Boice's four‐part IRSS model (i.e., Involvement, Regimen, Self‐Management, and Social Networks) combined with effective mentoring models as introduced in Payton et al., is a promising framework for addressing the longstanding issue of underrepresented minorities in management education, which tends to mirror findings in science, technology, engineering, and mathematics disciplines. The focus of this article is to illustrate the application of these theories at the undergraduate level by discussing two precollege/early college/scholarship programs implemented at Clark Atlanta University (CAU). These CAU programs provide the field with an exemplar which can serve as a foundational example for institutions seeking to foster, retain and graduate underrepresented minorities in higher education management disciplines, in general, and offer lessons learned from historically black colleges and universities, in particular. Using a “360‐degree mentoring” model to supplement the IRSS framework, our study concludes with implications for future research regarding how academic institutions can create, foster and sustain programs for effective recruitment, retention, and training of underrepresented minorities.     

A Summer Academic Research Experience for Disadvantaged Youth

Internships are an effective way of connecting high school students in a meaningful manner to the sciences. Disadvantaged minorities have fewer opportunities to participate in internships, and are underrepresented in both science, technology, engineering, and mathematics majors and careers. We have developed a Summer Academic Research Experience (SARE) program that provides an enriching academic internship to underrepresented youth. Our program has shown that to have a successful internship for these disadvantaged youth, several issues need to be addressed in addition to scientific mentoring. We have found that it is necessary to remediate and/or fortify basic academic skills for students to be successful. In addition, students need to be actively coached in the development of professional skills, habits, and attitudes necessary for success in the workplace. With all these factors in place, these youths can become better students, compete on a more level playing field in their internships, and increase their potential of participating actively in the sciences in the future.     

Factors in Decisions of Underrepresented Minorities to Forego Science and Engineering Doctoral Study: A Pilot Study

The research described here comprised a pilot study that attempted to identify the factors in decisions of highly capable students from underrepresented minority groups to forego study for science or engineering doctorates. Underrepresented students are defined as Blacks, Hispanics, and Indians. While these groups will soon comprise 30% or more of the population, they receive only 5% of the S & E (Science and Engineering) doctorates. The research was completed under NSF (National Science Foundation) grant no. REC 9908861. The research built on a previous NSF study (RED-9355867) that identified the most effective colleges and universities in the country in the preparation of Black, Hispanic, and Indian science and engineering students for study toward the PhD degree. One of the major concerns raised during the site visits to the top 10 institutions serving these groups was the loss of capable students to other careers. The study obtained information from minority graduates about factors impacting persistence to graduate studies in science and engineering and solicited suggestions for attracting more people like themselves to S & E doctoral study. Twelve underrepresented minority S & E graduates who decided to forego doctoral study in favor of other pursuits. Themes emerging from these conversations regarding reluctance to pursue advanced study included the following: concern for ability to finance such study; weaknesses in advisement practices and systems; lack of full knowledge, early on, about the rewards of doctoral employment; and concern about opportunities for employment after graduation. Suggestions proffered for attracting more underrepresented minorities to S & E doctoral study included the following: early socialization of youngsters into the world of science and its practice; expanded funding for scholarships and fellowships; expanded outreach by colleges and universities; expanded efforts by churches and community groups and deeper commitments by colleges and universities.     

An Initiative to Broaden Diversity in Undergraduate Biomathematics Training

At North Carolina A&T State University (NCATSU), there was a critical need to better coordinate genuine research and classroom experiences for undergraduates early in their academic career. We describe the development and implementation of a faculty alliance across academic departments to increase biomathematics research opportunities for underrepresented minorities. Our faculty alliance is called the Integrative Biomathematical Learning and Empowerment Network for Diversity (iBLEND). The fundamental purpose of the iBLEND alliance was to inspire underrepresented minorities to pursue research careers by increasing the visibility of research conducted at the interface of mathematics and biology at NCATSU. Because of the many positive impacts, iBLEND gained significant buy-in from administration, faculty, and students by 1) working from the ground up with administration to promote campus-wide biomathematics research and training, 2) fostering associations between research and regular undergraduate academic courses, 3) creating and disseminating biomathematics teaching and learning modules, and 4) enhancing learning community support at the interface of mathematics and biology. Currently, iBLEND is viewed as a productive site for graduate schools to recruit underrepresented minority students having specific competencies related to mathematical biology.     

Hierarchical Mentoring: A Transformative Strategy for Improving Diversity and Retention in Undergraduate STEM Disciplines

In the United States, less than half of the students who enter into science, technology, engineering, and mathematics (STEM) undergraduate curricula as freshmen will actually graduate with a STEM degree. There is even greater disparity in the national STEM graduation rates of students from underrepresented groups with approximately three-fourths of minority students leaving STEM disciplines at the undergraduate level. A host of programs have been designed and implemented to model best practices in retaining students in STEM disciplines. The Howard Hughes Medical Institute (HHMI) Professors Program at Louisiana State University, under leadership of HHMI Professor Isiah M. Warner, represents one of these programs and reports on a mentoring model that addresses the key factors that impact STEM student attrition at the undergraduate level. By integrating mentoring and strategic academic interventions into a structured research program, an innovative model has been developed to guide STEM undergraduate majors in adopting the metacognitive strategies that allow them to excel in their programs of study, as they learn to appreciate and understand science more completely. Comparisons of the persistence of participants and nonparticipants in STEM curricular, at the host university and with other national universities and colleges, show the impact of the model’s salient features on improving STEM retention through graduation for all students, particularly those from underrepresented groups.     

More Than “Getting Us Through:” A Case Study in Cultural Capital Enrichment of Underrepresented Minority Undergraduates

Minority students continue to be underrepresented among those who seek graduate and professional degrees in the sciences. Much previous research has focused on academic preparation. Equally important, however, are the psychological–social barriers and lack of institutional support encountered by many minority students. We present a case study of a university-sponsored intervention program for minority science majors that addresses not only academics, but also socialization into the academic community, networking, and the ability to practice newfound skills and dispositions through undergraduate research. In examining this case, we suggest that concerted, formal efforts toward expanding habitus and thereby augmenting cultural and social capital may have positive effects for underrepresented minority (URM) college students’ academic and career prospects. Moreover, we argue that these differences complement the gains program participants make in academic preparedness, showing that attention to academics alone may be insufficient for addressing longstanding inequities in science career attainment among URM students.     

Home culture, science, school and science learning: is reconciliation possible?

In response to Meyer and Crawford’s article on how nature of science and authentic science inquiry strategies can be used to support the learning of science for underrepresented students, I explore the possibly of reconciliation between the cultures of school, science, school science as well as home. Such reconciliation is only possible when science teachers are cognizant of the factors affecting the cultural values and belief systems of underrepresented students. Using my experience as an Asian learner of WMS, I suggest that open and honest dialogues in science classrooms will allow for greater clarity of the ideals that WMS profess and cultural beliefs of underrepresented students. This in-depth understanding will eliminate guesswork and unrealistic expectations and in the process promote tolerance and acceptance of diversity in ways of knowing.     

Linking early science and mathematics attitudes to long-term science,technology, engineering,and mathematics career attainment: latent class analysis with proximal and distal outcomes

There is a need to identify students' early attitudes toward mathematics and science to better support their long-term persistence in science, technology, engineering, and mathematics (STEM) careers. Seventh graders from a nationally representative sample (N = 2,861) were classified based on their responses to questions about their attitudes toward mathematics and science using latent class analysis. Four distinct groups of students that differed in terms of their attitudes were identified. There were relationships between attitudinal group membership, demographic characteristics, mathematics and science achievement, and STEM career attainment. Females and underrepresented minorities were more likely to be in the positive attitude group. However, despite these early positive attitudes, females and underrepresented minorities were less likely to be employed in a STEM career some 20 years later. Information about student interests organized in this manner can be used to better target specific interventions to support and encourage persistence in STEM careers.     

Religion as a Support Factor for Women of Color Pursuing Science Degrees: Implications for Science Teacher Educators

This study explores the influence of religion as a support factor for a group of Latina and African-American women majoring in science. The current project is a part of a larger study that investigated persistence factors of underrepresented woman who were enrolled as science majors at United States colleges and universities. This paper focuses on one theme that emerged among six participants who disclosed how religion was a significant influence on their persistence in science fields. The strength and support offered by religious values is certainly not specific to science content; however, the support received from their beliefs highlights a potential area for further exploration. Given the importance of increasing participation by students from diverse backgrounds into science fields, it is critical to recognize how some of these differences may be the key factors influencing the way these students look at the world. This study offers evidence that science educators need to consider what role religious beliefs have for students who may be considering science or science education as a future career, particularly for those students from underrepresented groups.     

Enhancing diversity in science: is teaching science process skills the answer?

The Biology Fellows Program at the University of Washington aims to enhance diversity in science by helping students succeed in the rigorous introductory biology classes and motivating them to engage in undergraduate research. The composite Scholastic Achievement Test scores and high school grade point averages of the Biology Fellows are comparable to those of students who are not in the program; however, they earn, on average, higher grades in introductory biology classes than non-Biology Fellows. Underrepresented minorities and disadvantaged students in the program also earn higher grades in the introductory biology classes than do their non-Biology Fellows counterparts. Analysis of the performance of Biology Fellows shows that the program assists students who are not proficient in certain science process skills and that students who lack these skills are at risk for failing introductory biology. This evaluation provides insight for designing programs that aim to enhance the performance of beginning students of biology, particularly for underrepresented minorities, who want to obtain a life science degree.     

Science and mathematics Advanced Placement exams: Growth and achievement over time

Rapid growth of Advanced Placement (AP) exams in the last 2 decades has been paralleled by national enthusiasm to promote availability and rigor of science, technology, engineering, and mathematics (STEM). Trends were examined in STEM AP to evaluate and compare growth and achievement. Analysis included individual STEM subjects and disaggregation by ethnicity. Analysis indicates growth in STEM AP was extraordinary but was slightly outmatched by non-AP subjects. Moreover, growth in STEM AP has been most pronounced among underrepresented minorities, even though their achievement has slightly declined. Interestingly, the proportion of students scoring at the lowest level grew steadily for all students from 1997 to 2010, yet this proportion was substantially less for Asian and White students compared to underrepresented minorities. Finally, it was found that achievement in most high-participation STEM subjects slightly decreased from 1998 to 2013, while achievement held steady or slightly increased in lower participation STEM AP subjects.     

Group Differences in California Community College Transfers

This study explores the extent to which community colleges succeed in assisting students to transfer to four-year colleges. The study uses data from the California Community College system to test hypotheses about overall transfers and transfers of underrepresented students, It utilizes a framework based upon social reproduction theory (Bowles & Gintis, 1976) that also includes institutional factors. First, transfer rates differed significantly between groups, with African-American transfer rates being the lowest. Some of our hypotheses were supported, particularly those on the significance of communities with younger students and higher levels of education for transfer levels. A critical mass of students of underrepresented groups is also important for institutions that wish to transfer higher numbers of these students. Institutional effectiveness and level of funds spent on transfer programs did not appear to make any difference in transfer levels. One of the most important findings is that transfer dynamics are very different for each group, suggesting that administrators and policy-makers need to develop more detailed strategies to encourage higher rates of transfer.     

Individual differences in preferences for matched-ethnic mentors among high-achieving ethnically diverse adolescents in STEM

This short-term longitudinal study examined (a) adolescents' contact with mentors who share their background in relation to the importance they place on having such mentors, and (b) the associations of these perceptions with self-efficacy, identity, and commitment to a science career. Participants were 265 ethnically diverse adolescents (M age = 15.82) attending a 4-week science education program. Cluster analyses indicated that at Time 1, underrepresented ethnic minorities were more often in the cluster defined by feelings of importance of having a matched-background mentor but not having much contact. Perceptions of contact increased over time for these students and were associated with increased feelings of identity as a science student. The results suggest the need for attending to individual differences in students' preferences for matched-background mentors.     

Strategies for Broadening Participation in Advanced Technological Education Programs: Practice and Perceptions

Expanding and diversifying the STEM (science, technology, engineering, and mathematics) workforce is a national priority. The National Science Foundation is investing efforts at post secondary education institutions to engage individuals who have been historically underrepresented in STEM. This paper investigated the use of strategies to broaden participation in STEM by grantees of NSF’s Advanced Technological Education (ATE), who are primarily located at 2-year colleges. The ATE program focuses on developing and improving technician training programs to prepare students for employment in fields that rely on advanced technologiessuch as nanotechnology, photonics, and mechatronics. A survey, conducted annually by the authors of this study, was used to collect data from ATE grantees on their use and perceptions of strategies to broaden participation in STEM. The findings showed that strategies related to motivation and access to enhance recruitment are more widely used then strategies that improve retention. Respondents identified strategies related to providing financial assistance, mentoring, and conducting outreach activities as the most effective for reaching and engaging underrepresented minority students in academic programs. Despite these perceptions, these strategies seem to be underutilized among this group.     

Closing the Gaps and Filling the STEM Pipeline: A Multidisciplinary Approach

There is a growing demand for degreed science, technology, engineering and mathematics (STEM) professionals, but the production of degreed STEM students is not keeping pace. Problems exist at every juncture along the pipeline. Too few students choose to major in STEM disciplines. Many of those who do major in STEM drop out or change majors. Females and minorities remain underrepresented in STEM. The success rate of college students who are from low-income background or first-generation students is much lower than that of students who do not face such challenges. Some of those who successfully complete their degree need help in making the transition to the workforce after graduation. A program at Lamar University takes a multidisciplinary approach to addressing these problems. It is designed to recruit, retain and transition undergraduates to careers in STEM, focusing its efforts on five science disciplines and on these “at-risk” students. The program was supported by a 5-year grant from the National Science Foundation and is supported through August 31, 2016 by Lamar University and a grant from ExxonMobil. A formal assessment plan documents the program’s success. The program received an award from the Texas Higher Education Board for its contributions towards Closing the Gaps in Higher Education in Texas. This paper describes the program’s theoretical framework, research questions, methods, evaluation plan, and instruments. It presents an analysis of the results achieved using these methods and implications for improvements to the program resulting from lessons learned.     

African American college students excelling in the sciences: College and postcollege outcomes in the Meyerhoff Scholars Program

This paper describes and assesses the effectiveness of the Meyerhoff Scholars Program at the University of Maryland, Baltimore County (UMBC). The Program is designed to increase the number of underrepresented minorities who pursue graduate and professional degrees in science and engineering. Until 1996 the program admitted African American students exclusively, and the current study focuses only on students from that group. The Meyerhoff students have achieved higher grade point averages, graduated in science and engineering at higher rates, and gained admittance to graduate schools at higher rates than multiple current and historical comparison samples. Student survey and interview data revealed that a number of program components were viewed as being especially important contributors to students' academic success: Program Community, Study Groups, Summer Bridge Program, Financial Support, Program Staff, and Research Internships and Mentors. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 629–654, 2000     

“It isn't no slang that can be said about this stuff”: Language,identity, and appropriating science discourse

This investigation explores how underrepresented urban students made sense of their first experience with high school science. The study sought to identify how students' assimilation into the science classroom reflected their interpretation of science itself in relation to their academic identities. The primary objectives were to examine students' responses to the epistemic, behavioral, and discursive norms of the science classroom. At the completion of the academic year, 29 students were interviewed regarding their experiences in a ninth and tenth‐grade life science course. The results indicate that students experienced relative ease in appropriating the epistemic and cultural behaviors of science, whereas they expressed a great deal of difficulty in appropriating the discursive practices of science. The implications of these findings reflect the broader need to place greater emphasis on the relationship between students' identity and their scientific literacy development. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 96–126, 2006     

Effectiveness of a Science Agricultural Summer Experience (SASE) in Recruiting Students to Natural Resources Management

The Bureau of Labor Statistics projects an increase in Natural Resource Management (NRM) jobs within the next 10?years due to baby-boomer retirements and a 12% increase in demand for these occupations. Despite this trend, college enrollment in NRM disciplines has declined. Even more critical is the fact that the soon-to-be-majority Hispanic population is underrepresented in NRM disciplines. The goal of the present study was to determine if an in-residence, two-week, summer science program for underrepresented minorities would not only increase interest in science, actual science knowledge, and perceived science knowledge, but also have an overall impact on underrepresented minority students?? decisions to attend college, major in a scientific discipline and pursue a career in science. During a four-year period, 76 high school students participated in a Science Agricultural Summer Experience (SASE) in Northern New Mexico. A pre/post science-knowledge exam and satisfaction survey were administered to participants. We demonstrate that participants improved significantly (p?<?.05) in all areas measured. In particular, comfort with science field and lab activities, science knowledge and perceived science knowledge were enhanced after exposure to the program. Students not only found science exciting and approachable after participation, but also exhibited increased interest in pursuing a degree and career in science. Of the 76 SASE participants within graduation age (n?=?44), all graduated from high school; and 86% enrolled in college. These findings suggest that the implemented SASE initiative was effective in recruiting and increasing the confidence and abilities of underrepresented minority students in science.