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An Advisor Like Me: Does Gender Matter?

– Gender congruence in the student-adviser relationship is particularly helpful for academically weak students and students without STEM-orientation.
– Gender congruence has no significant impact on students with STEM-orientation regardless of whether their high-school GPAs are below or above the median.
– For students without STEM orientation, gender congruence helps students with below-median high school GPA improve their student outcomes both on the extensive and intensive margins, while helping students with above-median high school GPA improve their outcomes only on the extensive margin.
-The authors find that gender congruence in the student-adviser relationship has a positive and significant effect on the odds of retention and on cumulate GPA upon graduation.
– The authors uncover that much of the gender congruence effect
on the extensive margin tends to be concentrated in the freshman and sophomore years, while the gender congruence effect on the intensive margin is less immediate and shows up only in cumulative GPA upon graduation.
– Student-adviser gender congruence is found to work differently for students with different backgrounds and interests.

– Gender congruence has no significant impact on students with STEM-orientation regardless of whether their high-school GPAs are below or above the median.

Quantitative Analysis of an Urban Community College S-STEM Program

– There were higher rates in student success, progress, and cumulative GPA in the group of students who received the program as an intervention than a comparison group of students, matched on previously reported measures of success, who did not receive the intervention.
– The evidence presented supports the efficacy of the UC S-STEM program in increasing student progress rate for credits earned, cumulative GPA, and success.
– Progress rates for Cohort students were lower prior to program entry than after program entry, by an average of almost three credit hours per semester. This observed difference in rate means was statistically and represented a large effect size.

Does Postsecondary Persistence in STEM Vary by Gender?

Does persistence within STEM majors differ by gender?

Factors Influencing Black Males' Preparation for College and Success in STEM Majors: A Mixed Methods Study

1) What specific factors influence Black males’ preparation for college? 2) What specific factors influence Black males’ success in STEM fields?

How Well Does the SAT and GPA Predict the Retention of Science, Technology, Engineering, Mathematics, and Business Students

This study examined if a higher college preparatory GPA and a higher aggregate score on the SAT helped predict the retention of science, technology, engineering, mathematics, and business students.

Academic Achievement Among STEM Aspirants: Why Do Black and Latino Students Earn Lower Grades Than Their White and Asian Counterparts?

Identify the institutional and student-level characteristics that significantly impact the cumulative GPA of graduating seniors, in particular those graduating seniors who entered college with an interest in majoring in STEM.

Race and Academic Achievement in Racially Diverse High Schools

The authors investigate whether racially diverse high schools offer equality of educational opportunity to students from different racial and ethnic groups. This is examined by measuring the relative representation of minority students in advanced math classes at the beginning of high school and estimating whether and how this opportunity structure limits the level of achievement attained by African American and Latino students by the end of high school.

The Role of Peers and Grades in Determining Major Persistence in the Sciences

This paper examines the determinants of entering and then persisting in physical and life science majors. Also, it investigates the impact of one’s peers on major persistence.

Examining the Academic Success of Latino Students in Science Technology Engineering and Mathematics (STEM) Majors

1) To what extent does cultural capital and cultural congruity affect the academic performance of Latino students’ majoring in STEM fields? 2) To what extent does campus climate, as measured through academic-related experiences of Latino students in STEM majors affect their academic performance?