What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups
This longitudinal study examined factors that contribute to the persistence of underrepresented racial minority (URM) undergraduates in STEM fields. The primary source of data came from the Cooperative Institutional Research Program's 2004 The Freshman Survey (TFS) and 2008 College Senior Surve...
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| Published in | Journal of research in science teaching Vol. 51; no. 5; pp. 555 - 580 |
|---|---|
| Main Authors | , , , |
| Format | Journal Article |
| Language | English |
| Published |
Blackwell Publishing Ltd
01.05.2014
Wiley-Blackwell |
| Subjects | |
| Online Access | Get full text |
| ISSN | 0022-4308 1098-2736 |
| DOI | 10.1002/tea.21146 |
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| Abstract | This longitudinal study examined factors that contribute to the persistence of underrepresented racial minority (URM) undergraduates in STEM fields. The primary source of data came from the Cooperative Institutional Research Program's 2004 The Freshman Survey (TFS) and 2008 College Senior Survey (CSS). The sample included 3,670 students at 217 institutions who indicated on the TFS that they intended to major in a STEM field, 1,634 of whom were underrepresented minority (URM) students. Findings indicate that Black and Latino undergraduates were significantly less likely to persist in STEM majors than were their White and Asian American counterparts. Background characteristics and college experiences moderated this race effect, suggesting both that pre‐college factors may explain some of the observed racial disparities and that individual institutions can take more concrete actions to improve science achievement. Findings from the follow‐up analysis of the sample of URMs suggest that institutions can improve URM STEM persistence by increasing the likelihood that those students will engage in key academic experiences: studying frequently with others, participating in undergraduate research, and involvement in academic clubs or organizations. © 2014 Wiley Periodicals, Inc. J Res Sci Teach 51: 555–580, 2014 |
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| AbstractList | This longitudinal study examined factors that contribute to the persistence of underrepresented racial minority (URM) undergraduates in STEM fields. The primary source of data came from the Cooperative Institutional Research Program's 2004 The Freshman Survey (TFS) and 2008 College Senior Survey (CSS). The sample included 3,670 students at 217 institutions who indicated on the TFS that they intended to major in a STEM field, 1,634 of whom were underrepresented minority (URM) students. Findings indicate that Black and Latino undergraduates were significantly less likely to persist in STEM majors than were their White and Asian American counterparts. Background characteristics and college experiences moderated this race effect, suggesting both that pre‐college factors may explain some of the observed racial disparities and that individual institutions can take more concrete actions to improve science achievement. Findings from the follow‐up analysis of the sample of URMs suggest that institutions can improve URM STEM persistence by increasing the likelihood that those students will engage in key academic experiences: studying frequently with others, participating in undergraduate research, and involvement in academic clubs or organizations. © 2014 Wiley Periodicals, Inc. J Res Sci Teach 51: 555–580, 2014 This longitudinal study examined factors that contribute to the persistence of underrepresented racial minority (URM) undergraduates in STEM fields. The primary source of data came from the Cooperative Institutional Research Program's 2004 The Freshman Survey (TFS) and 2008 College Senior Survey (CSS). The sample included 3,670 students at 217 institutions who indicated on the TFS that they intended to major in a STEM field, 1,634 of whom were underrepresented minority (URM) students. Findings indicate that Black and Latino undergraduates were significantly less likely to persist in STEM majors than were their White and Asian American counterparts. Background characteristics and college experiences moderated this race effect, suggesting both that pre-college factors may explain some of the observed racial disparities and that individual institutions can take more concrete actions to improve science achievement. Findings from the follow-up analysis of the sample of URMs suggest that institutions can improve URM STEM persistence by increasing the likelihood that those students will engage in key academic experiences: studying frequently with others, participating in undergraduate research, and involvement in academic clubs or organizations. Adapted from the source document. This longitudinal study examined factors that contribute to the persistence of underrepresented racial minority (URM) undergraduates in STEM fields. The primary source of data came from the Cooperative Institutional Research Program's 2004 "The Freshman Survey" (TFS) and 2008 "College Senior Survey" (CSS). The sample included 3,670 students at 217 institutions who indicated on the TFS that they intended to major in a STEM field, 1,634 of whom were underrepresented minority (URM) students. Findings indicate that Black and Latino undergraduates were significantly less likely to persist in STEM majors than were their White and Asian American counterparts. Background characteristics and college experiences moderated this race effect, suggesting both that pre-college factors may explain some of the observed racial disparities and that individual institutions can take more concrete actions to improve science achievement. Findings from the follow-up analysis of the sample of URMs suggest that institutions can improve URM STEM persistence by increasing the likelihood that those students will engage in key academic experiences: studying frequently with others, participating in undergraduate research, and involvement in academic clubs or organizations. |
| Audience | Higher Education Postsecondary Education |
| Author | Hurtado, Sylvia Newman, Christopher B. Chang, Mitchell J. Sharkness, Jessica |
| Author_xml | – sequence: 1 givenname: Mitchell J. surname: Chang fullname: Chang, Mitchell J. email: mjchang@gseis.ucla.edu organization: Department of Education, University of California, California, 90095-1521, Los Angeles – sequence: 2 givenname: Jessica surname: Sharkness fullname: Sharkness, Jessica organization: Office of Institutional Research and Evaluation, Tufts University, Massachusetts, Medford – sequence: 3 givenname: Sylvia surname: Hurtado fullname: Hurtado, Sylvia organization: Department of Education, University of California, California, 90095-1521, Los Angeles – sequence: 4 givenname: Christopher B. surname: Newman fullname: Newman, Christopher B. organization: Department of Leadership Studies, University of San Diego, California, San Diego |
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| References | Titus, M. A. (2006). No college student left behind: The influence of financial aspects of a state's higher education policy on college completion. The Review of Higher Education, 29(3), 293-317. Babbie, E. (2001). The Practice of Social Research. (9th ed.) Belmont, CA: Wadsworth/Thompson Learning. Hurtado, S., Cabrera, N. L., Lin, M. H., Arellano, L., & Espinosa, L. (2009). Diversifying science: Underrepresented student experiences in structured research programs. Research in Higher Education, 50(2), 189-214. Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods. (2nd ed.). Thousand Oaks, CA: Sage. Cole, D., & Espinoza, A. (2008). Examining the academic success of Latino students in science, technology, engineering, and mathematics (STEM) majors. Journal of College Student Development, 49(4), 285-300. Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. (2nd ed.). Chicago, IL: The University of Chicago Press. National Science Foundation. (2009). Women, minorities, and persons with disabilities in science and engineering. Arlington, VA: National Science Foundation. Museus, S. D., Nichols, A. H., & Lambert, A. D. (2008). Racial differences in the effects of campus racial climate on degree completion: A structural equation model. Review of Higher Education, 32(1), 107-134. Bonous-Hammarth, M. (2000). Pathways to success: Affirming opportunities for science, mathematics, and engineering majors. Journal of Negro Education, 69(1/2), 92-111. Crisp, G., Nora, A., & Taggart, A. (2009). Student characteristics, pre-college, and environmental factors as predictors of majoring in and earning a STEM degree: An analysis of students attending a Hispanic Serving Institution. American Educational Research Journal, 46(4), 924-942. Sax, L. J., Hurtado, S., Lindholm, J. A., Astin, A. W., Korn, W. S., & Mahoney, K. M. (2004). The American freshman: National norms for fall 2004. Los Angeles, CA: Higher Education Research Institute. Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187-1218. de Leeuw, J., & Meijer, E. (2008). Introduction to multilevel analysis. In J. de Leeuw & E. Meijer (Eds.), Handbook of multilevel analysis. (pp. 1-76). New York, NY: Springer. McLachlan, G. J., & Krishnan, T. (1997). The EM algorithm and extensions. New York, NY: Wiley. Huang, G., Taddese, N., & Walter, E. (2000). Entry and persistence of women and minorities in college science and engineering education (No. NCES 2000601). Washington, DC: National Center for Education Statistics. Lopez, E. J., Nandagopal, K., Shavelson, R. J., Szu, E., & Penn, J. (2013). Self-regulated learning study strategies and academic performance in undergraduate organic chemistry: An investigation examining ethnically diverse students. Journal of Research in Science Teaching, 50, 660-676. Hurtado, S., Han, J.C., Sáenz, V. B., Espinosa, L. L., Cabrera, N. L., & Cerna, O. S. (2007). Predicting transition and adjustment to college: Biomedical and behavioral science aspirants' and minority students' first year of college. Research in Higher Education, 48(7), 841-887. Henderson, C., Beach, A., & Finkelstein, N. (2011). Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature. Journal of Research in Science Teaching, 48, 952-984. Allison, P. D. (2002). Missing data. Thousand Oaks, CA: Sage. Hurtado, S., Eagan, M. K., Cabrera, N. L., Lin, M. H., Park, J., & Lopez, M. (2008). Training future scientists: Predicting first-year minority student participation in health science research. Research in Higher Education, 49(2), 126-152. Espinosa, L. L. (2011). Pipelines and pathways: Women of color in undergraduate STEM majors and the college experiences that contribute to persistence. Harvard Educational Review, 81(2), 209-240. National Academy of Sciences, National Academy of Engineering, & Institute of Medicine. (2007). Rising above the gathering storm: Energizing and employing America for a brighter economic future. Washington, DC: The National Academies Press. DeAngelo, L., Franke, R., Hurtado, S., Pryor, J. H., & Tran, S. (2011). Completing college: Assessing graduation rates at four-year institutions. Los Angeles: Higher Education Research Institute, UCLA. Raudenbush, S. W., Bryk, A. S., Cheong, Y. F., & Congdon, R. (2004). HLM6: Hierarchical linear and nonlinear modeling. Lincolnwood, IL: Scientific Software International, Inc. Dempster, A. P., Laird, N. M., & Rubin, D. B. (1977). Maximum likelihood from incomplete data via the EM algorithm. Journal of the Royal Statistical Society, 39(1), 1-38. Titus, M. A. (2004). An examination of the influence of institutional context on student persistence at 4-year colleges and universities: A multilevel approach. Research in Higher Education, 45(7), 673-699. Mutegi, J. W. (2013). " Life's first need is for us to be realistic" and other reasons for examining the sociocultural construction of race in the science performance of African American students. Journal of Research in Science Teaching, 50, 82-103. Anaya, G., & Cole, D. G. (2001). Latina/o student achievement: Exploring the influence of student-faculty interactions on college grades. Journal of College Student Development, 42(1), 3-14. Torres, J. B., & Solberg, V. S. (2001). Role of self-efficacy, stress, social integration, and family support in Latino college student persistence and health. Journal of Vocational Behavior, 59(1), 53-63. Kardash, C. M. (2000). Evaluation of an undergraduate research experience: Perceptions of undergraduate interns and their faculty mentors. Journal of Educational Psychology, 92(1), 191-201. Lopatto, D. (2003). The essential features of undergraduate research. Council on Undergraduate Research Quarterly, 23, 139-142. Oseguera, L., Hurtado, S., Denson, N., Cerna, O., & Sáenz, V. (2006). The characteristics and experiences of minority freshmen committed to biomedical and behavioral science research careers. Journal of Women and Minorities in Science and Engineering, 12(2-3), 155-177. Petersen, T. (1985). A comment on presenting results from logit and probit models. American Sociological Review, 50(1), 130-131. Chang, M. J., Cerna, O., Han, J., & Sáenz, V. (2008). The contradictory roles of institutional status in retaining underrepresented minorities in biomedical and behavioral science majors. The Review of Higher Education, 31(4), 433-464. Higher Education Research Institute. (2010). Degrees of success: Bachelor's degree completion rates among initial STEM majors. Los Angeles, CA: Higher Education Research Institute. National Research Council. (2011). Expanding Underrepresented Minority Participation: America's Science and Technology Talent at the Crossroads. Washington, DC: The National Academies Press. Sharkness, J., DeAngelo, L., & Pryor, J. (2010). CIRP construct technical report. Los Angeles, CA: Higher Education Research Institute. Accessed online on 10 April 2010, at: http://www.heri.ucla.edu/PDFs/technicalreport.pdf Gasiewski, J. A., Eagan, M. K., Garcia, G. A., Hurtado, S., & Chang, M. J. (2012). From gatekeeping to engagement: A multicontextual, mixed method study of student academic engagement in introductory STEM courses. Research in Higher Education, 53(2), 229-261. White, J. L., Altschuld, J. W., & Lee, Y. (2006). Persistence of interest in science, technology, engineering, and mathematics: A minority retention study. Journal of Women and Minorities in Science and Engineering, 12(1), 47-64. Sabatini, D. A. (1997). Teaching and research synergism: The undergraduate research experience. Journal of Professional Issues in Engineering Education and Practice, 123(3), 98-102. Adedokun, O. A., Bessenbacher, A. B., Parker, L. C., Kirkham, L. L., & Burgess, W. D. (2013). Research skills and STEM undergraduate research students' aspirations for research careers: Mediating effects of research self-efficacy. Journal of Research in Science Teaching, 50, 940-951. Gándara, P., & Maxwell-Jolly, J. (1999). Priming the pump: Strategies for increasing the achievement of underrepresented minority undergraduates. New York, NY: The College Board. Elliott, R., Strenta, A. C., Adair, R., Matier, M., & Scott, J. (1996). The role of ethnicity in choosing and leaving science in highly selective institutions. Research in Higher Education, 37(6), 681-709. Daempfle, P. A. (2003). An analysis of the high attrition rates among first year college science, math, and engineering majors. Journal of College Student Retention, 5(1), 37-52. Seymour, E., & Hewitt, N. (1997). Talking about leaving: Why undergraduates leave the sciences. Boulder, CO: Westview Press. Russell, M. L., & Atwater, M. M. (2005). Traveling the road to success: A discourse on persistence throughout the science pipeline with African American students at a predominantly White institution. Journal of Research in Science Teaching, 42(6), 691-715. Pampel, F. C. (2000). Logistic Regression: A primer. SAGE university paper series on quantitative applications in the social sciences, 07-132. Thousand Oaks, CA: Sage. Chang, M. J., Eagan, M. K., Lin, M. H., & Hurtado, S. (2011). Considering the impact of racial stigma and science identity: Persistence among biomedical and behavioral science students. Journal of Higher Education, 82(5), 564-597. Liu, A., Ruiz, S., DeAngelo, L., & Pryor, J. (2009). Findings from the 2008 Administration of the College Senior Survey (CSS): National aggregates. Los Angeles, CA: Higher Education Research Institute. Accessed online on 10 April, 2010 at: http://www.heri.ucla.edu/PDFs/pubs/Reports/CSS2008_FinalReport.pdf American Association for the Advancement of Science. (2001). In pursuit of a diverse science, technology, engineering, and mathematics workforce: Recommended research priorities to enhance participation by underrepresented minorities. Washington, 2009; 46 2000; 69 2006; 12 2011 2010 2011; 82 2011; 81 2004; 45 2009 2008 1997 2007 2000; 92 2005; 42 2008; 32 2005 2004 1993 2003 2002 2008; 31 1996; 37 2012; 53 2001; 42 1998; 69 1999 2001 2000 1977; 39 2009; 50 2013; 50 2008; 49 1997; 123 2006; 29 2003; 5 2001; 59 2011; 48 1985; 50 2007; 44 2007; 48 2003; 23 e_1_2_7_3_1 e_1_2_7_9_1 Raudenbush S. W. (e_1_2_7_46_1) 2004 e_1_2_7_17_1 e_1_2_7_15_1 e_1_2_7_13_1 e_1_2_7_11_1 e_1_2_7_47_1 e_1_2_7_26_1 e_1_2_7_28_1 Liu A. (e_1_2_7_31_1) 2009 National Academy of Sciences (e_1_2_7_38_1) 2007 Higher Education Research Institute (e_1_2_7_23_1) 2010 Huang G. (e_1_2_7_24_1) 2000 Sharkness J. (e_1_2_7_51_1) 2010 Bonous‐Hammarth M. (e_1_2_7_7_1) 2000; 69 e_1_2_7_33_1 National Science Foundation (e_1_2_7_39_1) 2009 Nora A. (e_1_2_7_41_1) 2005 e_1_2_7_54_1 e_1_2_7_21_1 e_1_2_7_56_1 Babbie E. (e_1_2_7_6_1) 2001 e_1_2_7_37_1 American Association for the Advancement of Science (e_1_2_7_4_1) 2001 Seymour E. (e_1_2_7_50_1) 1997 Tinto V. (e_1_2_7_52_1) 1993 Lopatto D. (e_1_2_7_32_1) 2003; 23 e_1_2_7_8_1 DeAngelo L. (e_1_2_7_14_1) 2011 e_1_2_7_18_1 e_1_2_7_2_1 e_1_2_7_42_1 Raudenbush S. W. (e_1_2_7_45_1) 2002 e_1_2_7_12_1 e_1_2_7_44_1 e_1_2_7_10_1 National Research Council (e_1_2_7_40_1) 2011 e_1_2_7_48_1 e_1_2_7_27_1 e_1_2_7_29_1 Sax L. J. (e_1_2_7_49_1) 2004 McLachlan G. J. (e_1_2_7_35_1) 1997 cr-split#-e_1_2_7_34_1.1 Anaya G. (e_1_2_7_5_1) 2001; 42 Hurtado S. (e_1_2_7_25_1) 2007 cr-split#-e_1_2_7_34_1.2 e_1_2_7_53_1 Pampel F. C. (e_1_2_7_43_1) 2000 e_1_2_7_55_1 e_1_2_7_22_1 e_1_2_7_20_1 e_1_2_7_36_1 Kinkead J. (e_1_2_7_30_1) 2003 Dempster A. P. (e_1_2_7_16_1) 1977; 39 Gándara P. (e_1_2_7_19_1) 1999 |
| References_xml | – reference: Grandy, J. (1998). Persistence in science of high-ability minority students. The Journal of Higher Education, 69(6), 589-620. – reference: Crisp, G., Nora, A., & Taggart, A. (2009). Student characteristics, pre-college, and environmental factors as predictors of majoring in and earning a STEM degree: An analysis of students attending a Hispanic Serving Institution. American Educational Research Journal, 46(4), 924-942. – reference: Russell, M. L., & Atwater, M. M. (2005). Traveling the road to success: A discourse on persistence throughout the science pipeline with African American students at a predominantly White institution. Journal of Research in Science Teaching, 42(6), 691-715. – reference: Museus, S. D., Nichols, A. H., & Lambert, A. D. (2008). Racial differences in the effects of campus racial climate on degree completion: A structural equation model. Review of Higher Education, 32(1), 107-134. – reference: Bonous-Hammarth, M. (2000). Pathways to success: Affirming opportunities for science, mathematics, and engineering majors. Journal of Negro Education, 69(1/2), 92-111. – reference: Sabatini, D. A. (1997). Teaching and research synergism: The undergraduate research experience. Journal of Professional Issues in Engineering Education and Practice, 123(3), 98-102. – reference: McLachlan, G. J., & Krishnan, T. (1997). The EM algorithm and extensions. New York, NY: Wiley. – reference: Titus, M. A. (2004). An examination of the influence of institutional context on student persistence at 4-year colleges and universities: A multilevel approach. Research in Higher Education, 45(7), 673-699. – reference: Huang, G., Taddese, N., & Walter, E. (2000). Entry and persistence of women and minorities in college science and engineering education (No. NCES 2000601). Washington, DC: National Center for Education Statistics. – reference: Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. (2nd ed.). Chicago, IL: The University of Chicago Press. – reference: Torres, J. B., & Solberg, V. S. (2001). Role of self-efficacy, stress, social integration, and family support in Latino college student persistence and health. Journal of Vocational Behavior, 59(1), 53-63. – reference: Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods. (2nd ed.). Thousand Oaks, CA: Sage. – reference: Oseguera, L., Hurtado, S., Denson, N., Cerna, O., & Sáenz, V. (2006). The characteristics and experiences of minority freshmen committed to biomedical and behavioral science research careers. Journal of Women and Minorities in Science and Engineering, 12(2-3), 155-177. – reference: Mutegi, J. W. (2013). " Life's first need is for us to be realistic" and other reasons for examining the sociocultural construction of race in the science performance of African American students. Journal of Research in Science Teaching, 50, 82-103. – reference: Chang, M. J., Cerna, O., Han, J., & Sáenz, V. (2008). The contradictory roles of institutional status in retaining underrepresented minorities in biomedical and behavioral science majors. The Review of Higher Education, 31(4), 433-464. – reference: Higher Education Research Institute. (2010). Degrees of success: Bachelor's degree completion rates among initial STEM majors. Los Angeles, CA: Higher Education Research Institute. – reference: Henderson, C., Beach, A., & Finkelstein, N. (2011). Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature. Journal of Research in Science Teaching, 48, 952-984. – reference: de Leeuw, J., & Meijer, E. (2008). Introduction to multilevel analysis. In J. de Leeuw & E. Meijer (Eds.), Handbook of multilevel analysis. (pp. 1-76). New York, NY: Springer. – reference: Espinosa, L. L. (2011). Pipelines and pathways: Women of color in undergraduate STEM majors and the college experiences that contribute to persistence. Harvard Educational Review, 81(2), 209-240. – reference: National Science Foundation. (2009). Women, minorities, and persons with disabilities in science and engineering. Arlington, VA: National Science Foundation. – reference: National Research Council. (2011). Expanding Underrepresented Minority Participation: America's Science and Technology Talent at the Crossroads. Washington, DC: The National Academies Press. – reference: Kardash, C. M. (2000). Evaluation of an undergraduate research experience: Perceptions of undergraduate interns and their faculty mentors. Journal of Educational Psychology, 92(1), 191-201. – reference: Lopatto, D. (2003). The essential features of undergraduate research. Council on Undergraduate Research Quarterly, 23, 139-142. – reference: Anaya, G., & Cole, D. G. (2001). Latina/o student achievement: Exploring the influence of student-faculty interactions on college grades. Journal of College Student Development, 42(1), 3-14. – reference: Lopez, E. J., Nandagopal, K., Shavelson, R. J., Szu, E., & Penn, J. (2013). Self-regulated learning study strategies and academic performance in undergraduate organic chemistry: An investigation examining ethnically diverse students. Journal of Research in Science Teaching, 50, 660-676. – reference: Elliott, R., Strenta, A. C., Adair, R., Matier, M., & Scott, J. (1996). The role of ethnicity in choosing and leaving science in highly selective institutions. Research in Higher Education, 37(6), 681-709. – reference: Hurtado, S., Cabrera, N. L., Lin, M. H., Arellano, L., & Espinosa, L. (2009). Diversifying science: Underrepresented student experiences in structured research programs. Research in Higher Education, 50(2), 189-214. – reference: Sax, L. J., Hurtado, S., Lindholm, J. A., Astin, A. W., Korn, W. S., & Mahoney, K. M. (2004). The American freshman: National norms for fall 2004. Los Angeles, CA: Higher Education Research Institute. – reference: DeAngelo, L., Franke, R., Hurtado, S., Pryor, J. H., & Tran, S. (2011). Completing college: Assessing graduation rates at four-year institutions. Los Angeles: Higher Education Research Institute, UCLA. – reference: Liu, A., Ruiz, S., DeAngelo, L., & Pryor, J. (2009). Findings from the 2008 Administration of the College Senior Survey (CSS): National aggregates. Los Angeles, CA: Higher Education Research Institute. Accessed online on 10 April, 2010 at: http://www.heri.ucla.edu/PDFs/pubs/Reports/CSS2008_FinalReport.pdf – reference: Gándara, P., & Maxwell-Jolly, J. (1999). Priming the pump: Strategies for increasing the achievement of underrepresented minority undergraduates. New York, NY: The College Board. – reference: Raudenbush, S. W., Bryk, A. S., Cheong, Y. F., & Congdon, R. (2004). HLM6: Hierarchical linear and nonlinear modeling. Lincolnwood, IL: Scientific Software International, Inc. – reference: Cole, D., & Espinoza, A. (2008). Examining the academic success of Latino students in science, technology, engineering, and mathematics (STEM) majors. Journal of College Student Development, 49(4), 285-300. – reference: Pampel, F. C. (2000). Logistic Regression: A primer. SAGE university paper series on quantitative applications in the social sciences, 07-132. Thousand Oaks, CA: Sage. – reference: Allison, P. D. (2002). Missing data. Thousand Oaks, CA: Sage. – reference: American Association for the Advancement of Science. (2001). In pursuit of a diverse science, technology, engineering, and mathematics workforce: Recommended research priorities to enhance participation by underrepresented minorities. Washington, DC: AAAS. – reference: Babbie, E. (2001). The Practice of Social Research. (9th ed.) Belmont, CA: Wadsworth/Thompson Learning. – reference: Chang, M. J., Eagan, M. K., Lin, M. H., & Hurtado, S. (2011). Considering the impact of racial stigma and science identity: Persistence among biomedical and behavioral science students. Journal of Higher Education, 82(5), 564-597. – reference: White, J. L., Altschuld, J. W., & Lee, Y. (2006). Persistence of interest in science, technology, engineering, and mathematics: A minority retention study. Journal of Women and Minorities in Science and Engineering, 12(1), 47-64. – reference: Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187-1218. – reference: Dempster, A. P., Laird, N. M., & Rubin, D. B. (1977). Maximum likelihood from incomplete data via the EM algorithm. Journal of the Royal Statistical Society, 39(1), 1-38. – reference: Titus, M. A. (2006). No college student left behind: The influence of financial aspects of a state's higher education policy on college completion. The Review of Higher Education, 29(3), 293-317. – reference: Hurtado, S., Han, J.C., Sáenz, V. B., Espinosa, L. L., Cabrera, N. L., & Cerna, O. S. (2007). Predicting transition and adjustment to college: Biomedical and behavioral science aspirants' and minority students' first year of college. Research in Higher Education, 48(7), 841-887. – reference: Daempfle, P. A. (2003). An analysis of the high attrition rates among first year college science, math, and engineering majors. Journal of College Student Retention, 5(1), 37-52. – reference: Gasiewski, J. A., Eagan, M. K., Garcia, G. A., Hurtado, S., & Chang, M. J. (2012). From gatekeeping to engagement: A multicontextual, mixed method study of student academic engagement in introductory STEM courses. Research in Higher Education, 53(2), 229-261. – reference: National Academy of Sciences, National Academy of Engineering, & Institute of Medicine. (2007). Rising above the gathering storm: Energizing and employing America for a brighter economic future. Washington, DC: The National Academies Press. – reference: Sharkness, J., DeAngelo, L., & Pryor, J. (2010). CIRP construct technical report. Los Angeles, CA: Higher Education Research Institute. Accessed online on 10 April 2010, at: http://www.heri.ucla.edu/PDFs/technicalreport.pdf – reference: Hurtado, S., Eagan, M. K., Cabrera, N. L., Lin, M. H., Park, J., & Lopez, M. (2008). Training future scientists: Predicting first-year minority student participation in health science research. Research in Higher Education, 49(2), 126-152. – reference: Petersen, T. (1985). A comment on presenting results from logit and probit models. American Sociological Review, 50(1), 130-131. – reference: Seymour, E., & Hewitt, N. (1997). Talking about leaving: Why undergraduates leave the sciences. Boulder, CO: Westview Press. – reference: Adedokun, O. A., Bessenbacher, A. B., Parker, L. C., Kirkham, L. L., & Burgess, W. D. (2013). Research skills and STEM undergraduate research students' aspirations for research careers: Mediating effects of research self-efficacy. Journal of Research in Science Teaching, 50, 940-951. – year: 2011 – volume: 50 start-page: 82 year: 2013 end-page: 103 article-title: Life's first need is for us to be realistic” and other reasons for examining the sociocultural construction of race in the science performance of African American students publication-title: Journal of Research in Science Teaching – year: 2009 – volume: 123 start-page: 98 issue: 3 year: 1997 end-page: 102 article-title: Teaching and research synergism: The undergraduate research experience publication-title: Journal of Professional Issues in Engineering Education and Practice – volume: 5 start-page: 37 issue: 1 year: 2003 end-page: 52 article-title: An analysis of the high attrition rates among first year college science, math, and engineering majors publication-title: Journal of College Student Retention – year: 2005 – volume: 59 start-page: 53 issue: 1 year: 2001 end-page: 63 article-title: Role of self‐efficacy, stress, social integration, and family support in Latino college student persistence and health publication-title: Journal of Vocational Behavior – volume: 50 start-page: 189 issue: 2 year: 2009 end-page: 214 article-title: Diversifying science: Underrepresented student experiences in structured research programs publication-title: Research in Higher Education – volume: 48 start-page: 952 year: 2011 end-page: 984 article-title: Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature publication-title: Journal of Research in Science Teaching – start-page: 5 year: 2003 end-page: 17 – year: 2001 – year: 2007 – volume: 50 start-page: 130 issue: 1 year: 1985 end-page: 131 article-title: A comment on presenting results from logit and probit models publication-title: American Sociological Review – volume: 32 start-page: 107 issue: 1 year: 2008 end-page: 134 article-title: Racial differences in the effects of campus racial climate on degree completion: A structural equation model publication-title: Review of Higher Education – volume: 42 start-page: 3 issue: 1 year: 2001 end-page: 14 article-title: Latina/o student achievement: Exploring the influence of student‐faculty interactions on college grades publication-title: Journal of College Student Development – volume: 82 start-page: 564 issue: 5 year: 2011 end-page: 597 article-title: Considering the impact of racial stigma and science identity: Persistence among biomedical and behavioral science students publication-title: Journal of Higher Education – volume: 69 start-page: 589 issue: 6 year: 1998 end-page: 620 article-title: Persistence in science of high‐ability minority students publication-title: The Journal of Higher Education – year: 2000 – volume: 29 start-page: 293 issue: 3 year: 2006 end-page: 317 article-title: No college student left behind: The influence of financial aspects of a state's higher education policy on college completion publication-title: The Review of Higher Education – volume: 48 start-page: 841 issue: 7 year: 2007 end-page: 887 article-title: Predicting transition and adjustment to college: Biomedical and behavioral science aspirants' and minority students' first year of college publication-title: Research in Higher Education – volume: 37 start-page: 681 issue: 6 year: 1996 end-page: 709 article-title: The role of ethnicity in choosing and leaving science in highly selective institutions publication-title: Research in Higher Education – volume: 81 start-page: 209 issue: 2 year: 2011 end-page: 240 article-title: Pipelines and pathways: Women of color in undergraduate STEM majors and the college experiences that contribute to persistence publication-title: Harvard Educational Review – volume: 39 start-page: 1 issue: 1 year: 1977 end-page: 38 article-title: Maximum likelihood from incomplete data via the EM algorithm publication-title: Journal of the Royal Statistical Society – volume: 50 start-page: 660 year: 2013 end-page: 676 article-title: Self‐regulated 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| SubjectTerms | Academic Persistence achievement gap African American Students Asian American Students Clubs College Freshmen Disproportionate Representation Hispanic American Students Latin American people Longitudinal Studies Majors (Students) Minority Group Students Minority groups Organizations (Groups) persistence race Racial Differences Racial groups retention Science Achievement STEM Education Student Characteristics student experience Student Participation Student Research Surveys Undergraduate students underrepresented racial minorities White Students |
| Title | What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups |
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