-MESA participation increases students’ odds of taking AP STEM courses in high school and their aspirations for declaring a STEM major in college.
– These effects are driven primarily by black and white students, respectively.
– Latino and Asian students remain largely unaffected by MESA partiipation.
– MESA may improve black students’ high school STEM engagement but may have little impact on black and Latino students’ STEM outcomes in college.
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Racial and Ethnic Heterogeneity in the Effect of MESA on AP STEM Coursework and College STEM Major Aspirations
Supplemental Instruction: The Effect of Demographic and Academic Preparation Variables on Community College Student Academic Achievement in STEM-Related Fields
This study evaluated the influence of input and environment variables associated with participation in supplemental instruction (SI) on student achievement outcomes at a community college. In particular, the study evaluated the relationships between student demographics and academic preparation, faculty and SI member demographics, levels of participation in SI, and academic achievement.
Pathways to Science and Engineering Bachelor’s Degrees for Men and Women
How would the gender gap in S/E degrees
change if women had the same orientation
toward and preparation for S/E in middle school
and at the end of high school?
Are Math Readiness and Personality Predictive of First-Year Retention in Engineering?
The current study foci are on both entering scholastic aptitude and affective factors of personality in aiding in the prediction of retention in engineering at the end of the freshman year.
A Qualitative Investigation of Factors Promoting the Retention and Persistence of Students of Color in STEM
This study examined salient factors of retention and persistence among college students of color enrolled in STEM education at a predominantly White institution (PWI).
Who succeeds in STEM studies? An analysis of Binghamton University undergraduate students
Who is more likely to enter and graduate with a STEM major?