Aligning Best Practices in Student Success and Career Preparedness: An Exploratory Study to Establish Pathways to STEM Careers for Undergraduate Minority Students

Autor/inn/en	Kendricks, Kimberly D.; Arment, Anthony A.; Nedunuri, K. V.; Lowell, Cadance A.
Titel	Aligning Best Practices in Student Success and Career Preparedness: An Exploratory Study to Establish Pathways to STEM Careers for Undergraduate Minority Students
Quelle	In: Journal of Research in Technical Careers, 3 (2019) 1, S.27-48 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-2118
Schlagwörter	Career Readiness; STEM Education; Undergraduate Students; School Holding Power; Graduation Rate; Black Colleges; African American Students; College Readiness; Family Involvement; Social Support Groups; Mentors; College Programs; Program Effectiveness; Academic Achievement; Student Attitudes; Ohio + Suchen Sie Ihr Suchwort? STEM; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Social support; Soziale Unterstützung; Studienprogramm; Schulleistung; Schülerverhalten
Abstract	Undergraduate minority retention and graduation rates in STEM disciplines is a nationally recognized challenge for workforce growth and diversification. The Benjamin Banneker Scholars Program (BBSP) was a five-year undergraduate study developed to increase minority student retention and graduation rates at an HBCU. The program structure utilized a family model as a vehicle to orient students to the demands of college. Program activities integrated best K-12 practices and workforce skillsets to increase academic preparedness and career readiness. Findings revealed that a familial atmosphere improved academic performance, increased undergraduate research, and generated positive perceptions of faculty mentoring. Retention rates among BBSP participants averaged 88% compared to 39% among non-participant STEM peers. The BBSP graduation rate averaged 93% compared to 20% for non-participants. BBSP participants were more likely to gain employment in a STEM field or enter into a professional study. This paper furthers the body of research on STEM workforce diversity and presents a transferrable model for other institutions. (As Provided).
Anmerkungen	UNLV Department of Teaching and Learning. 4505 South Maryland Parkway PO Box 3005, Las Vegas, NV 89154. e-mail: jrtc@unlv.edu; Web site: https://digitalscholarship.unlv.edu/jrtc/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01