Attracting and Retaining Latina Women in an Undergraduate Biology Program: Benefits of NSF S-STEM Support

Autor/inn/en	Johnston, Carol; Tang, Julia; Arvand, Afsane; Lee, Paul
Titel	Attracting and Retaining Latina Women in an Undergraduate Biology Program: Benefits of NSF S-STEM Support
Quelle	In: Journal of STEM Education: Innovations and Research, 22 (2021) 4, S.39-46 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-5284
Schlagwörter	Student Recruitment; School Holding Power; Undergraduate Students; Biology; STEM Education; Hispanic American Students; Females; Program Effectiveness; Student Attitudes; Barriers; College Freshmen + Suchen Sie Ihr Suchwort? Biologie; STEM; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Schülerverhalten; Studienanfänger
Abstract	Many efforts have been made to enroll more women and other underrepresented groups into STEM fields, including the current NSF-funded S-STEM (S-4) program at our University. S-4 aims to increase enrollment and retention in STEM majors through student activities such as a summer transition to University program, the development of a Learning Community, seminars to expose students to STEM graduate programs and careers, and student support workshops. The S-4 scholarship program is an innovative response to the needs of first generation college students in STEM. While recruitment for this program was more challenging than expected, student retention in the program has exceeded expectation. This study tracked students science identity over the first year in the S-4 program to learn about the types of support that contributed to a science identity and persistence. Scholars were surveyed and interviewed at the end of the summer transition to university program in the first year of our grant, and again at the end of their first year of coursework. In addition to the financial supports, peer collaborations and support groups contributed to the success of students from underrepresented groups. Interviews indicated growth in confidence and STEM identity. (As Provided).
Anmerkungen	Institute for STEM Education and Research. P.O. Box 4001, Auburn, AL 36831. Tel: 334-844-3360; Web site: http://www.jstem.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01