Impact of an Intensive Multi-Disciplinary STEM Enrichment Program on Underrepresented Minority Student Success

Autor/inn/en	Ghazzawi, Dina; Pattison, Donna Lynn; Horn, Catherine; Hardy, John; Brown, Beverly
Titel	Impact of an Intensive Multi-Disciplinary STEM Enrichment Program on Underrepresented Minority Student Success
Quelle	In: Journal of Applied Research in Higher Education, 14 (2022) 2, S.660-678 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ghazzawi, Dina) ORCID (Pattison, Donna Lynn) ORCID (Brown, Beverly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2050-7003
DOI	10.1108/JARHE-12-2020-0452
Schlagwörter	Interdisciplinary Approach; STEM Education; Curriculum Enrichment; Disproportionate Representation; Minority Group Students; Academic Achievement; Undergraduate Students; Achievement Gap; Transitional Programs; Program Effectiveness + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; STEM; Curriculum revision; Curriculumreform; Curriculum; Lehrplan; Reform; Schulleistung
Abstract	Purpose: This study examines the impact of participation in a STEM Enrichment Summer Bridge Program, funded by the NSF Houston-Louis Stokes Alliance for Minority Participation, on undergraduate student success outcomes, particularly for under-represented students. Design/methodology/approach: The study uses propensity score matching and logistic regression analysis to examine the effects of participation in the STEM enrichment program on graduation and retention in STEM after matching on baseline socio-demographic and pre-college characteristics. Findings: The analysis found that program participation had a significant effect on increasing both the graduation rates and retention of under-represented minority students in STEM fields. In addition, results indicated that program participation had a particularly strong impact for Pell-eligible students in terms of course grades. Research limitations/implications: Data obtained for this study were limited to a single Hispanic-serving/Asian-serving institution, and therefore are not necessarily representative of the graduation and retention trends of the larger population of underrepresented minority (URM) students across the nation. Originality/value: This study uniquely adds to the existing body of literature surrounding the retention of URM students in STEM fields by accounting for baseline variables, such as pre-college academic achievement and socio-demographic characteristics, that could lead to bias in estimating results. Specifically, this study addresses limitations of previous studies by comparing participants and non-participants of the STEM enrichment program who are matched on a selection of baseline characteristics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01