ERIC Number: EJ1022866
Record Type: Journal
Publication Date: 2014-May
Abstractor: As Provided
Reference Count: N/A
What Matters in College for Retaining Aspiring Scientists and Engineers from Underrepresented Racial Groups
Chang, Mitchell J.; Sharkness, Jessica; Hurtado, Sylvia; Newman, Christopher B.
Journal of Research in Science Teaching, v51 n5 p555-580 May 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.
Descriptors: Longitudinal Studies, STEM Education, Disproportionate Representation, Minority Group Students, College Freshmen, Surveys, African American Students, Hispanic American Students, Academic Persistence, Majors (Students), White Students, Asian American Students, Racial Differences, Student Characteristics, Science Achievement, Student Research, Student Participation, Clubs, Organizations (Groups)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A