Promoting Minority Success in the Sciences: The Minority Opportunities in Research Programs at CSULA

Autor/inn/en	Slovacek, Simeon; Whittinghill, Jonathan; Flenoury, Laura; Wiseman, David
Titel	Promoting Minority Success in the Sciences: The Minority Opportunities in Research Programs at CSULA
Quelle	In: Journal of Research in Science Teaching, 49 (2012) 2, S.199-217 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20451
Schlagwörter	Academic Achievement; African American Students; American Indian Students; Hispanic American Students; Disproportionate Representation; Federal Government; Financial Support; Undergraduate Study; Masters Programs; Doctoral Programs; STEM Education; Minority Group Students; Opportunities; Research; Graduation; Program Evaluation; California; United States + Suchen Sie Ihr Suchwort? Schulleistung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Bundesregierung; Finanzielle Förderung; Grundstudium; Magister course; Magisterstudiengang; Doktorandenprogramm; STEM; Möglichkeit; Forschung; Abschluss; Graduierung; Programme evaluation; Programmevaluation; Kalifornien; USA
Abstract	Given the large continued investment by the federal government in programs that promote academic success and the pursuit of advanced degrees in the sciences among members groups traditionally underrepresented in the sciences, there is a strong need for research which provides rigorous investigations of these programs and their impact on the target population. The current study examines programs funded by the National Institutes of Health Minority Opportunities in Research (MORE) Division Office intended to address this underrepresentation at a minority serving comprehensive university. Academic outcomes, including college graduation and acceptance into graduate programs, among undergraduate program participants are compared against a propensity score matched comparison group. Results indicate that students supported by the MORE programs had higher GPAs at graduation, took less time to graduate, and were more likely to both graduate with a science degree and enter Master's and doctoral programs in the sciences. (Contains 3 figures and 8 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10