Increasing Persistence in Undergraduate Science Majors: A Model for Institutional Support of Underrepresented Students |
| |
| Authors: | Brit Toven-Lindsey Marc Levis-Fitzgerald Paul H Barber Tama Hasson |
| |
| Institution: | *Office of Instructional Development, University of California, Los Angeles, Los Angeles, CA 90095;†Ecology and Evolutionary Biology, University of California, Los Angeles, Los Angeles, CA 90095;‡Division of Undergraduate Education, University of California, Los Angeles, Los Angeles, CA 90095 |
| |
| Abstract: | 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. |
| |
| Keywords: | |
|
|
