– Key approaches identified in the literature to advance participation of underrepresented populations in the geosciences include: mentoring, peer support networks and community building, bridge programs, pedagogies, undergraduate research experiences, institutional climate and culture, specific geoscience education programs.
– In mentorship of underrepresented students, interactions of minority students with their research mentor can result in increased likelihood of graduate school pursuit and in choosing a career in scientific research.
– A faculty member’s commitment to fostering the student’s academic success results in positive mentor relationship outcomes regardless of the racial similarity between mentor and mentee.
– As it pertains to the geosciences in particular, positive student outcomes of mentoring have been demonstrated in geoscience-specific programs.
– Macrosystem perspectives of peer support networks and community building efforts play an important role in fostering student engagement and retention in STEM majors and positive student outcomes.
– Many positive student outcomes are associated with bridge programs, including increased interest in the geosciences, relationship building between student and faculty members, development of research skills, knowledge gained regarding careers in STEM and the geosciences, knowledge gained about the college application process, and increased self-efficacy.
Current Selections
ClearMacrosystem Analysis of Programs and Strategies to Increase Underrepresented Populations in the Geosciences
Mind the Gap: Student Researchers Use Secondary Data to Explore Disparities in STEM Education
1) How do students’ math and science self-efficacies relate to students’ post-secondary education plans? Are there differences by gender? 2) Is gender or race related to students’ taking of computer science courses? In the student’s choice of a computer science career? 3) Do students with individualized education plans (IEPs) differ from general education students in their expectations to obtain a degree post high school? Of the students that have an IEP, are there differences in their expectations for post-secondary plans by socioeconomic status? 4) Does participating in extracurricular activities (EA) have an effect on a student’s plans to attend college? Does SES status affect the relationship between participation and educational plans?
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.