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1
Hadinger, Margaret A. "Underrepresented minorities in medical school admissions." Thesis, University of Pennsylvania, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3622642.
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<p> Currently, a mismatch exists between the race and ethnicity of the U.S. physician workforce and the patients it serves. The federal government, the Association of American Medical Colleges (AAMC), individual medical schools and other organizations are addressing this mismatch in part by focusing on increasing the numbers of racial/ethnic minorities who matriculate into medical schools. However, it is unclear how minority students navigate the medical school admissions process. This study used a grounded theory approach to explore the medical school admissions experiences of a sample of Black/African-American and Hispanic/Latino students. The study developed and proposed elements of an emerging conceptual model for understanding the reasons why participants applied to medical school, as well as the facilitators and barriers they encountered in the admissions process. Participants were purposively selected Black/African-American and Hispanic/Latino medical students who attended 25 U.S. allopathic medical schools nationwide. Phase 1 included 29 telephone interviews with individual participants and four in-person interviews in groups of two students each. Phase 2 consisted of feedback sessions with five of the original participants to verify four emergent themes: 1) reasons for applying, 2) participants' perceptions of navigating the admissions process, 3) the role and sources of information, guidance, and support, and 4) other forces affecting how participants navigated the admissions process. Reasons for applying to medical school included: perceived fit; prior experience or knowledge; encouragement and role models; desire to help others; perceived benefits; and interest in science. In addition to information, guidance, and support, other forces influenced how participants navigated the admissions process. These forces included: information, guidance and support; finances; preparation; extra programs; extracurricular activities; and attitude. Study findings connect to theories of student college choice and academic capital formation. Findings have implications for research and practice related to advising; reviewing admissions practices; outreach and recruitment; extra programs; mentoring; improved provision of information; and data collection.</p>
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Onyekwelu, Cindy. "WHY DO UNDERREPRESENTED MINORITIES LEAVE SCIENCE AND ENGINEERING?" Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/pitzer_theses/89.
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This paper extends upon Jennifer Hunt’s research on “Why do women leave science and engineering?”, that contributes to existing literature that overlooks underrepresented minorities level of commitment to STEM fields based on their STEM educational backgrounds and additional contributing factors that relates to women engineer’s leaving their felid to another felid that does not have any relation to their STEM degree. The following independent factors are the respondents’ gender, reasons for leaving the felid of major, how much does their highest degree relate to their current principle/ primary job, parents’ level of education, current citizenship status, level of highest degrees obtained and salary survey data impact on exit rates of STEM identifying URMs. This is done by running multiple linear regression statistical analysis models by creating dummy variables for underrepresented ethnic/ racial minority grouped all together and isolated each URMs’ group dependent variable along with the contributing factors as my independent variables. In order, to figure out which factors are heavily correlated to the exit rates of URMs departing from STEM fields. In addition to learning more about the reasons behind the increasing exit rates of STEM identifying URMs, I will be discussing the shortcomings of using the 2015 National College Graduate Survey as my data and how the survey respondents’ level of exposure to STEM education from their primary school years suggests that the respondent is more likely to stay within a STEM felid that collates with their highest STEM degree than someone who has rarely been exposure to STEM education from youth.
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Komro, Sydney Jane, and Sydney Jane Komro. "Underrepresented Minorities and Employment in STEM Fields: An Exploratory Analysis of the Stanford Education Data Archive." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/625024.
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As the United States struggles to stay economically competitive, STEM fields – including
science, technology, engineering, and mathematics – have been a main point of focus in
education, policy, and business circles. As the STEM fields grow and STEM education reform
takes place, diversity in STEM has emerged as a top priority, in order to gain perspective and to
allow for total inclusivity. Underrepresented minorities, specifically Black and Hispanic
students, must play a larger role in the growth of STEM innovation, but their struggle to do so
often begins at an early age. To explore determinants of inequalities in STEM success, I use the
Stanford Center for Education Policy Analysis (CEPA) data archive, Stanford Education Data
Archive (SEDA), which provides mathematics score gaps between Black, Hispanic, and White
students, as well as a host of other covariates. After creating visuals displaying the data and
running a regression on multiple variables, I find that Hispanic gaps are steadily decreasing over
time and grade, while Black gaps show a generally positive trend. Subsequently, in contrast to
initial assumptions, Hispanic math score gaps did not appear to decrease as STEM employment
increased, while Black math score gaps did appear to decrease as STEM employment increased.
4
Bridglall, Beatrice L. "Structural and individual characteristics that enable high academic achievement in underrepresented students of color /." Access Digital Full Text version, 2004. http://pocketknowledge.tc.columbia.edu/home.php/viewfile/download/27337.
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Camps, Lisette Teresa. "Effectiveness of the teaching enrichment activities to minorities (TEAM) program at increasing underrepresented students in gifted programs." FIU Digital Commons, 2005. http://digitalcommons.fiu.edu/etd/1990.
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This study examined the effectiveness of the TEAM (Teaching Enrichment Activities to Minorities) program in preparing and identifying underrepresented students for entrance into the gifted program. Miami-Dade County Public Schools (M-DCPS) developed the TEAM program as an intervention program aimed at developing student's thinking skills and critical thinking skills in all subject areas and prepare students for possible placement into the gifted program.
A systematic sampling strategy was utilized to select three TEAM schools from each of the six regions in M-DCPS for the sample, for a total of 18 schools. A pool of the students that participated in the TEAM program in 2003-2004 in the 18 schools selected were identified as the TEAM Sample students. A matching sample was created from 18 public schools in Miami-Dade County that did not implement the TEAM program in 2003-2004. The Matching Sample created a match for 806 students in the TEAM sample, for a total of 1612 subjects for the study.
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Slaton, LaVonne. "STEM ENTREPRENEURS:EDUCATING SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) UNDERREPRESENTED MINORITIES (URM) AND NON-MINORITIES FOR JOB SATISFACTION AND CAREER SUCCESSSTEM Entrepreneurs Educating for Job Satisfaction and Career Success." Case Western Reserve University School of Graduate Studies / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=case1522675787168487.
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Ritter, Eva. "Recruiting underrepresented minority undergraduates to research science an investigation of the curriculum of a minority program /." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?index=133&did=1907259891&SrchMode=1&sid=1&Fmt=7&retrieveGroup=0&VType=PQD&VInst=PROD&RQT=309&VName=PQD&TS=1270492075&clientId=48051.
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Slotnick, Ruth C. "University and Community College Administrators’ Perceptions of the Transfer Process for Underrepresented Students: Analysis of Policy and Practice." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1774.
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This study describes and explains purposefully selected university and community college administrators' perceptions of the Florida statewide articulation agreement and the resulting institutional practices as they pertain to underrepresented transfer students. The theoretical framework that undergirds this dissertation is three-fold: social constructivism, philosophical hermeneutics, and interpretive policy analysis (Yanow, 2000). In particular, the local level knowledge consisting of six university and six community college administrators (also referred to as policy implementers), was assessed through face-to-face interviews, document analysis, and field notes. The researcher reflective journal (Janesick, 2004) is asserted as a crucial link to analyzing the three frames as way to record the history of the project and integrate the ever-present voice of the researcher while lending credibility to the research findings. All three cases were examined for themes and subthemes using cross-case analysis guided by the study's research questions. Three types of policy implementers were apparent: policy experts, technocrats, and generalists. Three categories also emerged: policy proximity, policy fluency, and perceptions of underrepresented students. An administrator's policy proximity was found to be reasonably congruent with his or her policy fluency. This held true across all implementer types. Perceptions of underrepresented students, however, varied greatly; some administrators saw no differences, while others perceived major differences for underrepresented transfer students. A major finding of this study-that all administrators perceive no differences in the state articulation agreement for low-income, first generation in college, and racial and ethnic minority groups-ran counter to a recent study by Dowd, Chase; Bordoloi Pazich, and Bensimon (2009) which found seven state transfer policies to be mostly colorblind.
Future studies on the transfer process incorporating more community college and university administrators both in Florida and in other states could continue to explore how different policy actors interpret and understand state and institutional policy; especially for the growing populations of underrepresented minority groups. The researcher reflective journal may be a useful tool for policy analysts to record more intensive micro-rich views of how policy knowledge is generated, perceived, and perpetuated (or not) from the inside.
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Wayne, Kimberly S. "Keeping Them in the STEM Pipeline| A Phenomenology Exploring the Experiences of Young Women and Underrepresented Minorities in a Long-Term STEM Enrichment Program." Thesis, Drake University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10975118.
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<p> The workforce gap remains for women and underrepresented minorities in science technology, engineering, and mathematics careers. There are several program initiatives to help address this gap especially long-term STEM enrichment programs. There is a vast amount of literature on STEM enrichment programs, but limited information on the long-term impacts. The purpose of this qualitative, phenomenological study was to understand the experiences of young women and URMS who participated in long-term STEM enrichment programs and the impact those programs had on their STEM path. The 11 adult female participants were at various stages of their STEM journey from entering college to STEM careers. The phenomenological approach was used to gain a rich contextual understanding of their lived experiences. This study was framed through Bronfenbrenner’s (2005) bioecological model by identifying the macro- and microsystems of the participants’ experiences and then exploring the impact of those systems. Through the qualitative analysis 10 themes emerged that represent the participants’ experiences: (1) STEM enrichment programs and staff created a place where participants felt welcomed and valued; (2) STEM enrichment programs challenged and supported participants to move outside their comfort zones; (3) STEM enrichment programs provided opportunities for both cognitive and non-cognitive skills development; (4) Family involvement of STEM enrichment programs ranged from low to high engagement (5) Participants experienced non-supportive educators along their journey while STEM enrichment programs countered those experiences; (6) Participants reflected that K-12 early exposure to STEM is critical for a STEM career path; (7) STEM enrichment program involvement provided both short-term and long-term benefits; (8) STEM enrichment programs’ role models and mentors were seen as heroes and provided inspiration, which created a pipeline of giving back; (9) Participants did not seek out STEM programs but pursued STEM involvement because of external encouragement; (10) Issues related to gender and race still prevalent, but STEM enrichment programs provided support and confidence for participants in non-diverse settings. Implications, recommendations, and suggestions for future research are also presented.</p><p>
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Nagatsuka, Jacqueline Myra. "The decline in the admission of underrepresented minority students to selective public institutions after the implementation of anti-affirmative action legislation." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1580936661&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Espinoza-Shanahan, Crystal Cristine, and Crystal Cristine Espinoza-Shanahan. "Understanding Disadvantage Among Medical School Applicants." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/620851.
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The United States is a nation of peoples with highly stratified degrees of healthcare access and coverage, including many individuals with none at all. Exacerbating the problem of widespread health disparities is a persistent shortage of physicians over recent decades. Of most urgency is the need for doctors within already underserved minority communities. Extant research demonstrates that a more racially diverse student body can effectively address the nation's physician shortage and gross health disparities. Yet, the pool of future physicians of color relative to the increasingly racially diverse U.S. population remains incongruent. For medical school admissions committees, this is a formidable challenge, made ever more difficult by legal affronts to affirmative action in postsecondary admissions. Accordingly, the "disadvantaged status" prompt was inserted into the U.S. medical school application as a race-neutral mechanism with potential to help cull a more racially diverse medical student body. This project addresses the interface of minorities with the "disadvantaged status" essay, as there is a relative paucity of literature on the point of entry to medical school, particularly exploring the voices of applicants of color. Utilizing a Critical Race Theory (CRT) framework, this study expands the existing literature involving: (a) the history of minorities in U.S. medical school and the medical community's response to the stark and persistent absence of diversity among medical students and practitioners; (b) affirmative action in higher education and the race-neutral admissions trend; and (c) the enduring construct of "disadvantage" in regard to minorities within the U.S. education system.
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Souberbielle, Daneka Natlay. "Racial and Gender Differences in College Completion Among Minority Students: A Social Network Approach." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5827.
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College enrollment has improved among Black and Latino students during the last several decades due partly to the influence of formal and informal mentors and increasing parental support of higher education. However, college completion for these underrepresented minority groups continues to lag behind graduation rates for White students. This research sought to examine whether pre-college relationships influence college completion. Using data from the National Longitudinal Study of Freshmen, this study tested the direct and indirect effects of social capital from pre-college networks, including parental capital and mentor capital, race and gender on college completion utilizing logistic regression. The results indicated that one form of parental capital, parental education, is positively associated with college completion for all students. Three forms of parental capital, however, were positively associated with completion for Black students. Contrary to hypothesis, mentor capital was not a significant predictor of graduation for any group. Furthermore, Black and Latina women graduated at higher rates and received more parental support for academic performance than their male counterparts. Implications for future research are discussed.
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Hamilton, Rachel Ann. "Educating Across Difference: Underrepresented Groups, Graduate Program Integration, and Persistence-Related Attitudes among Clinical Psychology Doctoral Students." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1249026598.
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Ubiles, Miguel. "Affirmative Action in Higher Education and the Talented Twenty Program in Florida." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5547.
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Affirmative action in higher education is a necessary component for ethnic minorities to be afforded postsecondary educational access and opportunities to improve their socioeconomic status. The ban of affirmative action in undergraduate admissions, wherever instituted, has decreased the undergraduate enrollment of ethnic minorities. The broad objective of this research is to demonstrate how the elimination of affirmative action has lessened postsecondary educational access for minorities, who presently account for the majority or near-majority population in several states and will soon account for a much larger segment of the national population. This study will use two series of multiple regression models with scale-level variables to note the effect of the removal of affirmative action and the effectiveness of the Talented Twenty Program in maintaining student diversity at the University of Florida and the Florida State University. The major finding of this research is that the minority enrollment at UF and FSU was significantly related to the change in policy from affirmative action to the Talented Twenty Program. This study and the prior literature strongly suggest that the current diversity levels at these public universities are most likely a result of the university recruitment and outreach programs and population change.<br>ID: 031001524; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Andrea Vieux.; Title from PDF title page (viewed August 19, 2013).; Thesis (M.A.)--University of Central Florida, 2012.; Includes bibliographical references (p. 89-95).<br>M.A.<br>Masters<br>Political Science<br>Sciences<br>Political Science; American and Comparative Politics
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Lewin, Virloy Elizabeth. "Effectiveness of Pre-Baccalaureate Health Careers Opportunity Programs (HCOP) for Disadvantaged Students in Three Southern States." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0531102-181849/unrestricted/LewinV062702.pdf.
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Brooks, Dominique LaShawn. "Underrepresented minorities and social cognitive career theory: an investigation of the effectiveness of increasing math and science interest and self-efficacy in the context of a healthcare career intervention with rural Latino and White-identified middle school students." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/4583.
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Currently, there exists a cultural/racial disparity in the quality of healthcare and subsequent health outcomes (Sullivan, 2004; Arora, Schneider, Thal, & Meltzer, 2011). This has been linked to lack of ethnic minority representation within the field of healthcare (Cohen, Gabriel, & Terrell, 2002; Freeman, Ferrer, & Greiner, 2007). In response, there has been a national effort to intervene at various levels of education to address disparities in healthcare career-related knowledge and abilities. According to Social Cognitive Career Theory (SCCT), the prevalence of math and science within healthcare careers will decrease interest in this field for those lacking confidence and/or abilities in the aforementioned areas. The current manuscript describes and evaluates the impact of increasing the math and science-related content of a healthcare career intervention, Project HOPE (Health Opportunities Preparation and Exploration) (Ali, 2013), on math /science self-efficacy and interest and healthcare career interest. Results from measures presented both pre- and post-intervention were analyzed using the repeated measures design for 2 MANOVAs and 1 ANOVA. Based on these analyses, participants demonstrated a significant increase in math/science interest and self-efficacy. These results are discussed in the final section, in addition to limitations and implications for SCCT and healthcare career interventions.
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White, Beth. "Interdisciplinary Research Experiences For Undergraduates: Two Mixed-Methods Studies." ScholarWorks @ UVM, 2017. http://scholarworks.uvm.edu/graddis/675.
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Despite the demand for a diverse STEM-educated population and workforce, college students have consistently turned away from these disciplines in large numbers, creating a persistent problem that many are trying to address. The aim of the National Science Foundation's Research Experiences for Undergraduates (REU) program is to inspire, attract, and retain STEM majors. Funding supports undergraduate STEM students' engagement in real-world research alongside STEM mentors. As colleges and universities compete for funding for REUs, it is important to understand the mechanisms within summer research programs that resonate most deeply with undergraduate STEM researchers. While many studies reveal strong correlations between research experiences and STEM aspirations, less is known about the mechanisms within REU programs that support these gains. My research used quantitative and qualitative self-reported data from 20 REU students, 18 of whom were underrepresented minorities in STEM. Over two summers, these students, in cohorts of ten, came to the University of Vermont to participate in a team-oriented, 10-week REU: Interdisciplinary Research on Human Impacts in the Lake Champlain Ecosystem.
Two mixed-methods studies, guided by the frameworks of the theory of possible selves, theory of self-efficacy for research, and social cognitive career theory, revealed four important program mechanisms that gave rise to gains in research skills, confidence and self-efficacy for research, and STEM career aspirations, particularly for individuals from underrepresented minority groups in STEM. Findings suggest that the program fostered student capacity building within a safe, inclusive, and positive setting where students experienced what it feels like to be an active participant in the world of research. Within this context, critical mechanisms that gave rise to gains in research skills, confidence and self-efficacy for research, and STEM career aspirations included: (1) experiential education through interdisciplinary research experiences, (2) student independence and ownership balanced with expert researcher guidance and support, (3) formal and informal mentoring networks where students were mentored and where they mentored others, and (4) the establishment of an intentional learning community that advanced leadership, research skill building, perseverance, and reflection.
Results from this research cannot be generalized beyond the context of the Lake Champlain REU, however, findings are in alignment with the body of literature that highlights the positive effects of REUs on STEM majors' research skills, confidence and self-efficacy for research, and STEM career aspirations. Using mixed methods to identify and understand the within-program mechanisms that support student gains is a valuable new research approach for this field. Recognizing programmatic mechanisms across REU programs can lead to expansion, replication, and application of these models beyond one institution, resulting in more positive gains for more undergraduate STEM researchers.
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Chine, Danielle R. "A Pathway to Success? A Longitudinal Study Using Hierarchical Linear Modeling of Student and School Effects on Academic Achievement in a Middle School STEM Program." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1619525650839685.
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Washington, David MIchael. "The communication of strategic plans for diversity and inclusion in academic medicine: a mixed-methods study." Thesis, 2017. https://hdl.handle.net/2144/23371.
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OBJECTIVE: To characterize the use of strategic planning for diversity and inclusion in AAMC-member U.S. medical schools and its relation to underrepresented minority (URM) faculty.
METHODS: We examined websites of 118 institutions for strategic plans to improve faculty diversity. Race/ethnicity data from the AAMC Faculty Roster were used to stratify schools into higher or lower/no increase in URM faculty (1998 to 2015). We searched for an association between these plans and change in URM faculty. We conducted qualitative sub-analyses of the most recent plans of institutions that expressed goals for faculty diversity. Analyses involved a modified-grounded theory approach, using a priori codes informed by an AAMC guide and a data-driven, constant comparison method. Plans were stratified into two groups by higher or lower URM faculty in 2015. Larger themes based on both a priori and emergent codes were identified. Sub-analyses for associations between AAMC Guide Adherence and URM faculty were conducted.
RESULTS: Most institutions (72%) had plans for faculty diversity. There was no association between URM faculty change and a goal for faculty diversity (p=0.43) or plan duration (p=0.64). Qualitatively, four themes were accordant with effective strategic planning principles. Four emergent themes in both high and low URM groups reflected novel issues, two occurred in the low URM group, and one in the high URM group. Quantitative sub-analyses found no association between Guide Adherence and URM status (p= 0.86).
CONCLUSION: Despite general adherence to best practices, strategic plans for diversity and inclusion are not associated with URM faculty presence or change.<br>2019-06-09T00:00:00Z
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Augustine, Marva Gail. "Underrepresented minority undergraduate students: phenomenological perspectives of successful students and graduates." 2015. http://hdl.handle.net/1805/7341.
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Indiana University-Purdue University Indianapolis (IUPUI)<br>More than half of the 400,000 freshmen minority students enrolled each year in colleges and universities in the United States fail to graduate within six years and some not at all. Many barriers impact student retention in college, especially for underrepresented undergraduate minority students. Studies in the past have focused on the causes of attrition of underrepresented undergraduate minority students, revealing a significant gap in the research on what leads to their success in higher education. A phenomenological study was used to allow participants to share their experiences from their individual perspectives. This qualitative research study investigated the social psychological attrition barriers encountered by successful undergraduate underrepresented minority students from African American and Latino groups. Exploring the perspective of successful students deepened the understanding of the barriers that minority students face in higher education, how they addressed these barriers, and what helped them to successfully graduate. Through in-depth interviews, this study explored the perceived barriers to student success encountered by successful undergraduate underrepresented minority students in a PWI. Participants' strategies for success was be examined and discussed.
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Ndulue, Uchenna. "Exploring the factors that influence the sustainability of physician pipeline programs for students from underrepresented racial and ethnic minorities." Thesis, 2021. https://hdl.handle.net/2144/42589.
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The population of the United States is projected to become more racially and ethnically diverse, yet Black and Latinx physicians remain underrepresented in the medical professions. Pipeline programs are a long-standing strategy to increase the proportion of physicians from underrepresented minority (URM) backgrounds. Pipeline programs incorporate structured educational and experiential activities designed to prepare students for careers in medicine. However, little is known about the organizational sustainability of these programs over time, especially after they experience organizational disruptions such as changes in leadership or lapses in funding. This research explores how characteristics related to the sustainability of pipeline programs are reported in the literature, how organizational leaders responsible for implementing pipeline programs conceptualize and plan for sustainability, and how individual, organizational, and environmental factors contribute to the sustainability of pipeline programs.
The first study is a systematic scoping review that explores how the sustainability of pipeline programs is characterized in the literature on pipeline programs. Overall, none of the 24 articles identified in this study described sustainability as a programmatic outcome. However, a majority of studies reported on programmatic and organizational factors that facilitated program sustainability.
In the second study, qualitative interviews with 24 managers of pipeline programs were utilized to explore how they conceptualize and plan for sustainability as well as the barriers and facilitators to sustainability they encountered. Overall, there was significant heterogeneity in how respondents conceptualized sustainability. Furthermore, few program managers had created plans to ensure program sustainability.
Lastly, the third study is a case study of a single pipeline program located in a school of medicine that has been able to sustain its pipeline program over the last two decades despite multiple organizational threats. Findings of this study indicated that the program was able to maintain operation despite not having a plan for sustainability. This was due in part to committed program staff, supportive senior leaders, and adaptable policies and procedures.
Overall, these studies provide insight into the multitude of factors that influence pipeline program sustainability. This research also emphasizes the need to build the capacity of stakeholders responsible for pipeline program implementation to engage in long-term sustainability planning.
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(6680363), Cristina Marie Soto Sullivan. "Work-family balance satisfaction of racially and ethnically underrepresented minority postdoctoral scholars in the STEM fields." Thesis, 2019.
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<p>Postdoctoral scholars encounter various challenges as they navigate the gap between graduate school and faculty or industry positions, one of which includes the challenge of work-family conflict and balance. The science, technology, engineering, and mathematics (STEM) fields represent one sector of the workforce where a closer examination of work-family conflict and balance is important due to the rise in prominence of these fields and the unique populations of people who are underrepresented within these fields. Scholars have identified various experiences or constructs (e.g., bias) that suggest that STEM environments may not be particularly welcoming or supportive for racially and ethnically underrepresented minorities (URMs). The transitional stage of being a postdoctoral scholar in combination with high work demands and a “chilly” or unsupportive work environment may contribute to work-family conflict among racially and ethnically URM postdoctoral scholars in STEM, which could contribute to the underrepresentation of racially and ethnically URMs in the STEM fields and/or the premature exit of these postdoctoral scholars from STEM fields. </p><p>Using role congruity perspective (Diekman & Eagly, 2008), I examined the function of goal endorsement (communal or agentic) as a possible cultural moderator in the indirect relationship between work demand and work-family conflict. This study formulated and empirically tested the relationships between work demand, perceived work environment, goal endorsement (communal or agentic), work-family conflict, and satisfaction with work-family balance. Two models were examined to differentiate two different aspects perceived work environment: (a) one using a supportive work environment variable as a mediator of the relationship between perceived work demand and work-family conflict, and (b) one using a hostile work environment variable as a mediator of the relationship between perceived work demand and work-family conflict. Hypotheses regarding the moderating role of a communal goal orientation and an agentic goal orientation in the indirect relationship between work demand and work-family conflict across the two models (supportive work environment and hostile work environment) were assessed. </p><p>Data was collected from 282 racially and ethnically underrepresented minority postdoctoral scholars in the STEM fields enrolled in postdoctoral positions at universities through an online survey. Using structural equation modeling, results revealed that the indirect effect between work demand and work-family conflict was significant and strongest at low levels of a communal goal endorsement and the indirect effect gradually became weaker until it was nonsignificant as racially and ethnically URM postdoctoral scholars’ communal goal endorsement increased. The results suggest that in the face of microaggressions in the workplace, racially and ethnically URM postdoctoral scholars’ high value of communion serves as a protective factor, which reduces the indirect effect of work demand on work-family conflict.Limitations of the study and recommendations for future research are presented alongside implications for counseling practice.</p>
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Williams, Leslie Allen. "Beyond College Enrollment: Exploring the Relationship Between Historically Underrepresented Students’ Prior Participation in College Access Programs and Undergraduate Success." Thesis, 2019. https://doi.org/10.7916/d8-nksg-3m38.
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College access programs (CAPs) have proliferated throughout the United States to address disparities in college enrollment between White, higher-income students, and racial/ethnic minority and lower-income students. While CAPs have helped to reduce such disparities, considerable challenges remain. U.S. higher education leaders are facing renewed urgency to address this issue because racial/ethnic minority and lower-income groups are now the fastest growing segments of the population, and because educational attainment – acquisition of a college degree – is increasingly important to national economic growth and individual well-being. However, to date, only a few researchers have examined CAPs’ influence on participants beyond college enrollment, so there is a knowledge gap regarding the kinds of systems and supports needed to help members of these populations achieve a college degree. This study examines the relationship between CAP participation and the undergraduate experiences and outcomes of CAP alumni who enrolled in college.
The primary data for this study consisted of individual interviews with 24 alumni from five CAPs in the New York City metropolitan area who subsequently attended college. The CAPs varied by primary funding source. Four to six participants per site were college juniors or seniors, recent college graduates, or individuals who enrolled in college but withdrew before graduating and never returned.
The data highlighted the following key themes and implications: (1) CAPs in this study were largely successful in helping alumni enroll in colleges and universities known to be selective; (2) While the CAPs exerted helpful influences, alumni nonetheless faced serious challenges through the college years, such as meeting academic demands and navigating barriers of bigotry and intolerance that are deeply embedded on many campuses; and (3) CAPs in this study influenced alumni’s post-college aspirations, directions, and trajectories regarding career choices, and family and community uplift. Drawing on these findings, this study proposed a model of the psychosocial, academic, and sociocultural resources that appear to contribute to the undergraduate experiences, outcomes, and post-college trajectories of CAP alumni. The study concludes with implications for practice, policy and further research.
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"Choice and Participation of Career by STEM Professionals with Sensory and." Doctoral diss., 2014. http://hdl.handle.net/2286/R.I.27484.
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abstract: This is a qualitative study about sources of self-efficacy and roles of assistive technologies (AT) associated with the science, technology, engineering and mathematics (STEM) choice and participation of STEM professionals and graduate students with sensory and orthopedic disabilities. People with disabilities are underrepresented in STEM, which can be traced back along the STEM pipeline to early undergraduate participation in STEM. Little research exists, however, about pathways and factors associated with successful STEM participation for people with disabilities at any point along their trajectories. Eighteen STEM professionals and graduate students with sensory and orthopedic disabilities were interviewed for this study. Sources of self-efficacy were sought from interview transcripts, as were emergent themes associated with the types, uses and roles of AT. Findings suggest that people with sensory and orthopedic disabilities weigh sources of self-efficacy differently from white males without disabilities in STEM and more like other underrepresented minorities in STEM. Social persuasions were most frequently reported and in far more detail than other sources, suggesting that this source may be most impactful in the development of self-efficacy beliefs for this group. Additionally, findings indicate that AT is critical to the successful participation of people with sensory and orthopedic disabilities in STEM at all points along their STEM pathways. Barriers center around issues of access to full engagement in mainstream STEM classrooms and out of school opportunities as well as the impact of ill-informed perceptions about the capabilities of people with disabilities held by parents, teachers and college faculty who can act as gatekeepers along STEM pathways. Gaps in disability specialists' knowledge about STEM-specific assistive technologies, especially at the college level, are also problematic. The prevalence of mainstream public school attendance reported by participants indicates that classroom teachers and disability-related educators have important roles in providing access to STEM mastery experiences as well as providing positive support and high expectations for students with disabilities. STEM and disability-based networks served to provide participants with role models, out of school STEM learning experiences and important long-term social connections in STEM communities.<br>Dissertation/Thesis<br>Doctoral Dissertation Curriculum and Instruction 2014
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Abbas, Majed. "Performance in credential enhancing masters program facilitates future success in the health professions." Thesis, 2016. https://hdl.handle.net/2144/16790.
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This paper examined the critical factors and potential predictors necessary for successful admission to dental school for students participating in the credential enhancing Oral Health Sciences (OHS) master’s program at Boston University. The academic parameters of OHS-DMD and traditional (four year) college graduate DMD students were compared to determine if OHS graduates performed at a comparable academic level in dental school as DMD students who entered dental school without completing a credential enhancing master’s program.
To accomplish this, we examined data from students who matriculated to the Oral Health Sciences program from 2006 to 2015 and collected demographic, undergraduate grade point average (GPA), dental admissions test (DAT) scores and Oral Health Sciences GPA from Admissions and Registrar records for our analyses. To compare dental school performance and success on national board exams we obtained data for both OHS-DMD and traditional DMD students who enter the Boston University Goldman School of Dental Medicine.
We performed unpaired T-tests to evaluate differences in undergraduate GPA, DAT and OHS GPA data for those OHS students matriculating to any dental school to
determine what criteria, if any, can be used to predict success. We found that two factors were significant in determining acceptance to dental school: the Oral Health Sciences GPA (3.501 ± 0.301 vs 2.914 ± 0.336, p <0.0001*) and DAT scores (18.380 ± 2.089 vs 17.231 ± 1.833, p= 0.0365*). Comparison of academic performance between DMD and OHS-DMD at BU dental school found that students perform equally as well in Year 1 but dropped lower in Year 2 when comparing GPA (3.40 ± 0.052 vs 3.290 ± 0.259*, p=0.043). Lastly, first attempt fail rates on national board examinations (8.3% + 4.78 vs 7.4% + 5.1, p=0.024) between traditional DMD and OHS-DMD students were reduced however retake pass rates were equivalent (p=0.120).
These studies demonstrate that both OHS-GPA and DAT scores are significant factors in successful admission to dental school for those who had been unable to gain acceptance without the credential enhancing master’s program. Additionally, students performing well in the Oral Health Sciences program matriculate to dental school and are nearly as successful academically and on board exams as traditional four-year students DMD. Lastly, in keeping with the original mission of the OHS program, we have been largely successful in allowing underachieving and/or underrepresented minority and socioeconomically disadvantaged students to gain acceptance dental school.
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(9012401), Anne M. Gray. "Still Underrepresented: Minoritized Students With Gifts And Talents." Thesis, 2020.
Find full textAbstract:
<p>To what extent do Black/African American (Black), Hispanic/Latinx (Latinx), and Native Hawaiian/Other Pacific Islander (NHPI) students have access to being identified with gifts and talents? In places where they have access to identification, how equitably are they identified? And, to what extent are they missing from identification with gifts and talents due to lack of access or underidentification? This study used the Civil Rights Data Collection for the years 2000, 2011–2012, 2013–2014, and 2015–2016 to investigate underrepresentation of Black, Latinx, and NHPI youth with gifts and talents, nationally and by state. The data in these years were census data, meaning data from every child who attends public school is included. Data were also examined by Title I and Non-Title I school status and by locale (i.e., City, Suburb, Town, Rural) to determine how school poverty concentration and/or school locale affect identification of Black, Latinx, and NHPI youth. All states were analyzed for Black and Latinx youth, but due to the small NHPI student populations in some states this analysis was limited to a 20 state sample. Nationally, and in 37, 31, and all 20 states analyzed, respectively, lack of access to identification was not a major contributing factor to underrepresentation. The disparity in identification percentages between schools by Title I status showed 45% fewer Black students, 21% fewer Latinx students, and 15% fewer NHPI students were identified in Title I schools. Additionally, in every state and setting, Black, Latinx, and NHPI youth were underidentified with 92%, 92%, and 67%, respectively, of the equity ratios and 92%, 93%, and 61%, respectively, of the representation indices less than the minimum criterion of 0.80. In 2015-2016, there were 276,840 Black students with gifts and talents identified with an estimated 469,213 (62.89%) to 771,728 (73.60%) missing from identification; 588,891 Latinx students with gifts and talents identified with an estimated 658,544 (52.79%) to 1,164,363 (66.41%) missing from gifted identification; and among the 20 state sample, 6,594 NHPI students with gifts and talents identified with an estimated 7,236 (52.32%) to 9,253 (58.39%) missing from gifted identification.</p>