Increasing Diversity in Science and Health Professions: A 21-Year Longitudinal Study Documenting College and Career Success

Despite decades of precollege science education programs, African Americans, Latinos, and Native Americans remain critically underrepresented in science and health professions. This report describes college and career outcomes among graduates of the Stanford Medical Youth Science Program (SMYSP), a 5-week summer residential program for low-income high school students among whom 97% have been followed for up to 21 years. Approximately 24 students are selected annually, with participation limited to low-income students who have faced substantial personal hardships. Undergraduate and medical students provide key program leadership and training. The curriculum is based on science inquiry education and includes hospital internships, anatomy practicums, research projects, faculty lectures, college admissions/standardized test preparation, and long-term college and career guidance. A total of 476 high school students participated between 1988 and 2008, with 61% from underrepresented ethnic minority groups. Overall, 78% of African American, 81% of Latino, and 82% of Native American participants have earned a 4-year college degree (among those admitted to college, and excluding those currently attending college). In contrast, among 25–34-year old California adults, 16% of African Americans, 8% of Latinos, and 10% of Native Americans earn a 4-year college degree. Among SMYSP’s 4-year college graduates, 47% are attending or have completed medical or graduate school, and 43% are working as or training to become health professionals. SMYSP offers a model that expands inquiry-based science education beyond the classroom, and recognizes the role of universities as “high school interventionists” to help diversify health professions.     

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.     

Learning What It Takes to Teach Science: High School Students as Science Teachers for Middle School Students

This study examines the influence of St. John's University Summer Science Experience and Teacher Mentoring Program on African American and Hispanic high school students' interest in science and science teaching as career goals. In the first phase of the program, high school students from six school districts in Suffolk County, Long Island (a suburb of metropolitan New York City) engaged in investigative science experiences that emphasized environmental science, chemistry, and technology and learned about effective science pedagogy. The second phase of the program functioned as a teaching practicum for the high school students, where they planned for instruction and taught middle school students investigations similar to those that they had engaged in during the summer program. Various surveys were developed to assess high school students' attitudes about science and science teaching, knowledge of effective teaching approaches, knowledge of ways to motivate younger students, and the overall impact of the program on the high students' interest in science and/or science teaching as career goals. Program evaluations reveal that over 75% of the students expressed an interest in considering science or science teaching as career possibilities. Implications for minority teacher recruitment are discussed.     

The Laser Academy: An After-School Program to Promote Interest in Technology Careers

We present a review of an after-school program that has been running at Queensborough Community College of the City University of New York for the past 5 years. The program is unique among after-school activities for high school students in several ways. First, it deliberately focuses on students who do not excel in science and math courses and students who are unsure about a college career. Second, it targets typically underrepresented minorities in the technology fields, namely blacks, Hispanics, and women. Third, it introduces these students to high-tech career options which do not require 4 years of college. The goal of the program is to make the students aware of technician-level careers and to give them a chance to learn the skills needed for such careers in order to help them make an informed decision about their future.     

The role of stereotype threat in ethnically minoritized students’ science motivation: A four-year longitudinal study of achievement and persistence in STEM

Grounded in expectancy-value and stereotype threat theories, this four-year longitudinal study examined associations between changes in stereotype threat and motivation (self-efficacy, task values, and perceived costs) among 425 undergraduates from racial/ethnic groups typically underrepresented in science, technology, engineering, and mathematics (STEM). Growth analyses indicated that students’ stereotype threat and perceived cost of studying science increased during college, whereas science self-efficacy, intrinsic value, and attainment value declined. Parallel growth analyses suggested that higher initial stereotype threat related to a faster decline in attainment value and faster increase in perceived costs throughout college. Higher initial levels and a steeper increase in stereotype threat related to lower STEM GPA. Higher initial levels and a slower decline in motivation variables related to higher STEM GPA and more completed STEM courses. These findings provide empirical evidence for the relations between stereotype threat and motivation among underrepresented minority students during a key developmental period.     

A longitudinal study of the educational and career trajectories of female participants of an urban informal science education program

The purpose of this longitudinal case study is to describe the educational trajectories of a sample of 152 young women from urban, low‐income, single‐parent families who participated in the Women in Natural Sciences (WINS) program during high school. Utilizing data drawn from program records, surveys, and interviews, this study also attempts to determine how the program affected the participants' educational and career choices to provide insight into the role informal science education programs play in increasing the participation of women and minorities in science, math, engineering, and technology (SMET)‐related fields. Findings revealed 109 participants (93.16%) enrolled in a college program following high school completion. Careers in medical or health‐related fields followed by careers in SMET emerged as the highest ranking career paths with 24 students (23.76%) and 21 students (20.79%), respectively, employed in or pursuing careers in these areas. The majority of participants perceived having staff to talk to, the job skills learned, and having the museum as a safe place to go as having influenced their educational and career decisions. These findings reflect the need for continued support of informal science education programs for urban girls and at‐risk youth. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 835–860, 2004     

An investigation of the college and career counseling needs of economically disadvantaged,minority gifted students

This study is an investigation of the college and career counseling needs of economically disadvantaged, academically gifted minority students. Two groups of students were studied and compared ‐ one group of 50 low‐income students, predominantly minority, who were chosen for a special college counseling program, and a second group of 42 middle to high income students, predominantly Asian and Caucasian, who were participating in a summer academic program. Students were compared on college plans and preparations, aspirations and expectations about higher education, support from others, motivation, values, and career interests and maturity. Results showed that the gifted disadvantaged students had lower educational aspirations, felt somewhat less prepared for college and less confident about being admitted, had unrealistic ideas about how to finance college, and perceived that college life would be more frightening and lonely compared to nondisadvantaged students. Student groups were similar in motivation to attend college, support from significant others and values. Disadvantaged students had better skills related to selecting a career but expressed less confidence in making a career decision. The results suggest a need for differentiated college counseling programs for disadvantaged minority students.     

Urban High School Students’ Experiences in an Afterschool College Readiness Program

This transcendental phenomenological investigation examined urban students’ experiences in Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP), an afterschool college readiness program. The federally funded program provides low-income and minority students information and access to services that lead to increased opportunities for post-secondary education. Interviews with 10 participants revealed that (a) navigating the college system; (b) expansion of career options; (c) counseling relationship; (d) personal insight; and (e) future orientation were major themes. Implications for school counselor preparation and practice are discussed.     

Implementation and Assessment of Food Safety Educational Materials for Secondary and Postsecondary Education

Previous studies have reported on the inadequacy of youth knowledge and practice of food safety principles. The formal high school science classroom environment presents an opportunity to stimulate interest and increase knowledge in food safety with potential benefits to students in improved science literacy, development of life skills, and greater awareness of career opportunities. Previously developed educational materials, Foodborne Illness Outbreak Investigations for Food Safety Education, were evaluated for instruction by high school and community college science educators of various subject matters including foods, microbiology, disease, and chemistry courses. Educator feedback was favorable on measures of quality, implementation ease, and student engagement, with ratings greater than 3 on a 5‐point scale corresponding to “good” to “excellent.” A positive change in familiarity with food safety concepts for 4 groups of students, representing approximately 77% of the participants, was demonstrated by an overall increase, ranging from 4% to 14%, in correct responses to a test administered before and after exposure to the materials. There was variation in degree of change and the topics positively impacted for student groups by subject matter.     

Interpretive investigation of the science‐related career decisions of three African‐American college students

Reports published since 1977 indicate that African Americans are underrepresented among Ph.D.‐holding scientists. Although researchers have identified numerous factors that correlate with career choice, they have failed to address students' reasons for choosing or not choosing science and science‐related careers. This study examines the career decisions of three African‐American college students. All three students began college aspiring toward science‐related careers. However, by the end of data collection only one student was working toward a science‐related career. Data were collected by means of eight, open‐ended, 1‐hour interviews conducted over a period of 6 months. Findings indicate that students' interest in a science‐related career is directly related to the degree to which they perceive that career as being supportive of deep‐seated life goals; and that a deeper view of the nature of science better enables students to perceive a science‐related career as supportive of life goals. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 599–621, 2001     

“It’s Like I’m Really There”: Using VR Experiences for STEM Career Development

Research suggests that the likelihood of students entering into science, technology, engineering, and mathematics (STEM) careers can be increased by promoting and maintaining students’ interest in STEM during middle school years, a critical developmental stage when students’ interests begin to solidify. One way to attract students to STEM is through technology-enhanced learning environments and experiences, which can spark and cultivate the long-term interest needed to pursue STEM careers. Virtual reality (VR) can potentially increase access to such STEM-related experiences for all students due to its educational and technological affordances. Currently, there has been little exploration of the intersection between VR and career development for K-12 students. This study, therefore, aims to address this gap by exploring the use of VR 360 videos for STEM career exploration. Data were collected using focus group interviews with 39 primarily Latinx middle school students who participated in the summer enrichment program. These interviews were conducted immediately after a VR 360 video activity that featured female characters and/or characters from racial minorities in order to best support students who are underrepresented in STEM fields. The findings support the potential of VR as a tool for career development as long as content, possible physical side effects, and scaffolding are considered. The implications for research and practice are discussed.

     

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.     

An evaluation of the Mellon Mays Undergraduate Fellowship's effect on PhD production at non-UNCF institutions

The Mellon Mays Undergraduate Fellowship Program (MMUF) encourages underrepresented minority (URM) students to pursue PhD study with an eye toward entering academia. Fellows have completed PhDs at high rates relative to other students, but they are selected for their interest and potential. In this paper we use restricted access data from the Mellon Foundation and the National Science Foundation's Survey of Earned Doctorates to investigate the effect of the MMUF on PhD completions by URM students who graduate from participating institutions. We find no evidence that participation in the program causes a statistically significant increase in the numbers of PhDs completed by URM students, and increases greater than about one PhD per institution per cohort lie outside a 95% confidence interval of our estimates. This suggests that at least some of the PhDs completed by participants would have occurred without the program.     

The effect of authentic project-based learning on attitudes and career aspirations in STEM

Can engaging college students in client-centered projects in science, technology, engineering, and mathematics (STEM) coursework increase interest in STEM professions? The current study explored the effectiveness of project-based learning (PjBL) courses on student attitudes, major choice, and career aspirations in STEM. Framed in expectancy-value and social cognitive career choice models, we examined the effect of engaging in at least one authentic, project-based course during the first four semesters of college on student STEM attitudes and career aspirations in a quasi-experimental study with a sample of (N = 492) natural science and engineering students. STEM self-efficacy and subjective task value variables (STEM attainment, intrinsic and utility value of STEM courses, and relative cost associated with engaging in STEM courses) were examined as mediators of the relationship between classroom project-based experiences and STEM career aspirations. Gender and underrepresented minority status were also examined. We found that engaging in at least one project-based course during the first four semesters affected student perceptions of STEM skills, perceptions of the utility value of participating in STEM courses, and STEM career aspirations. Furthermore, we found that the effect of project-based courses on STEM career aspirations was mediated by STEM skills and perceptions of course utility. The effect of PjBL was not moderated by race or gender. We highlight areas of future research and the promise of PjBL for engaging students in STEM professions.     

Evaluation of the Long-Term Impact of a University High School Summer Science Program on Students' Interest and Perceived Abilities in Science

Many biomedical research universities have established outreach programs for precollege students and teachers and partnerships with local school districts to help meet the challenges of science education reform. Science outreach programs held in university research facilities can make science more exciting and innovative for high school students and can offer them much more insight into the nature of science and laboratory research than is available in most high school science courses. This paper describes a long-term follow-up study of high school students enrolled in the Summer Science Academy program at the University of Rochester to investigate the program's impact on students' perceived abilities in higher level science courses, on participation in extracurricular science programs, as well as the program's impact on student interest in pursuing a career in science. Students' exposure during SSA to advanced laboratory techniques and their participation in authentic science investigations provided them with a very positive hands-on experience. Students who attended the program indicated that it provided a positive influence on their performance in advanced science courses, as well as their decision to participate in other science programs and their desire to pursue a career in science.     

There are two I’s in motivation: Interpersonal dimensions of science self-efficacy among racially diverse adolescent youth

With the increased growth of career opportunities in STEM fields, educators and policymakers have sought to better understand the nature and development of students’ motivation to pursue science academic and career pathways successfully. However, our understanding of motivational constructs such as self-efficacy has mostly been based on studies of predominantly White samples, neglecting the perspectives and experiences of students from historically marginalized groups underrepresented in STEM academic and career pathways. In the present study, we examined science motivation in six high school students of color who participated in a brief, near peer mentoring program with undergraduate mentors of color. Deductive and inductive coding of semi-structured interviews with mentees and mentors revealed that science self-efficacy not only has a salient future-oriented component, but also centers around the importance of forming and maintaining interpersonal connections with others through proxy agency and help-seeking behaviors. These data point to the utility of a sociocultural perspective in expanding our understanding of self-efficacy—and motivational processes more generally—in a way that is more inclusive of the experiences of racial and ethnic minority youth.     

Evaluation of Short-Term Impact of a High School Summer Science Program on Students' Perceived Knowledge and Skills

Summer science programs held in university research facilities provide ideal opportunities for pre-college students to master new skills and renew, refresh, and enrich their interest in science. These types of programs have a positive impact on a student's understanding of the nature of science and scientific inquiry and can open a youngster's eyes to the many possible career opportunities in science. This paper describes a study of high school students enrolled in the Summer Science Academy program at the University of Rochester that investigates the program's impact on students' knowledge of laboratory skills, as well as the impact on student interest in pursuing a career in science. Students' exposure to advanced laboratory techniques and their interaction with professional scientists provided them with a very positive hands-on experience. Students who attended the program felt more confident in their ability to use sophisticated laboratory skills and that the Summer Science Academy program provided a positive influence on their performance in advanced science courses, as well as their desire to pursue a career in science.     

Air Toxics Under the Big Sky: examining the effectiveness of authentic scientific research on high school students’ science skills and interest

Air Toxics Under the Big Sky is an environmental science outreach/education program that incorporates the Next Generation Science Standards (NGSS) 8 Practices with the goal of promoting knowledge and understanding of authentic scientific research in high school classrooms through air quality research. This research explored: (1) how the program affects student understanding of scientific inquiry and research and (2) how the open-inquiry learning opportunities provided by the program increase student interest in science as a career path. Treatment students received instruction related to air pollution (airborne particulate matter), associated health concerns, and training on how to operate air quality testing equipment. They then participated in a yearlong scientific research project in which they developed and tested hypotheses through research of their own design regarding the sources and concentrations of air pollution in their homes and communities. Results from an external evaluation revealed that treatment students developed a deeper understanding of scientific research than did comparison students, as measured by their ability to generate good hypotheses and research designs, and equally expressed an increased interest in pursuing a career in science. These results emphasize the value of and need for authentic science learning opportunities in the modern science classroom.     

Historically Black Colleges and University students' and faculties' views of school psychology: Implications for increasing diversity in higher education

This study investigates Historically Black Colleges and University (HBCU) students' and faculties' knowledge related to school psychology. A total of 165 students and 14 faculty members completed inventories that assessed the understanding and views of various psychological disciplines. Results indicated that HBCU students rated their perceived knowledge of school psychology significantly lower than all psychological disciplines. In addition, these students have significantly fewer sources of information for school psychology than comparable disciplines. Although more than 90% of students stated that they would attend graduate school, the majority was only somewhat interested in school psychology as a career choice. Furthermore, HBCU psychology faculty members stated that the American Psychological Association and the National Association of School Psychologists do not actively recruit or provide information to their students. Results are discussed in terms of increasing the number of African American school psychologists. © 2009 Wiley Periodicals, Inc.