A Meta-analysis of University STEM Summer Bridge Program Effectiveness

Bradford, Brittany; Beier, Margaret E.; Oswald, Frederick L.

doi:10.1187/cbe.20-03-0046

Cited by 35 publications

(30 citation statements)

References 75 publications

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“…, 2020 ) in introductory-level courses as one way to invoke an asset-based approach to teaching science that creates a more inclusive environment ( Estrada et al. , 2011 , 2016 ; Johnson, 2019 ; MacSwan, 2020 ; Bradford et al. , 2021 ).…”

Section: Discussionmentioning

confidence: 99%

Using the Intended–Enacted–Experienced Curriculum Model to Map theVision and ChangeCore Competencies in Undergraduate Biology Programs and Courses

Clemmons

Donovan

Theobald

et al. 2022

LSE

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Section: Discussionmentioning

confidence: 99%

Using the Intended–Enacted–Experienced Curriculum Model to Map theVision and ChangeCore Competencies in Undergraduate Biology Programs and Courses

Clemmons

Donovan

Theobald

et al. 2022

LSE

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“…Indeed, data from the past few years showed that universities in Aotearoa New Zealand have an increasing number of Pasifika students (University of Auckland, 2021; University of Otago, 2023b). Similarly, universities outside Aotearoa New Zealand may also have increasing enrolment of ethnic minority students, and some have developed initiatives to better prepare them academically (Ashley et al, 2017; Bradford et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Anatomical sciences education needs to promote academic excellence of ethnic minority students—Evidence from Pasifika students at the University of Otago

Time,

Samalia,

Wibowo

2023

Anatomical Sciences Ed

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The Department of Anatomy at the University of Otago offers anatomical sciences education for various programs, but currently, little information is available on how the academic performance of anatomy students differ based on ethnicities. Here, we aim to determine if there is an ethnic disparity in academic performance among anatomy students at the University of Otago. We conducted a 5‐year review of academic performance of New Zealand European (NZE) and Pasifika students in 10 undergraduate anatomy courses, including clinical anatomy, neuroscience, reproduction, cell biology, and biological anthropology. NZE students achieved higher marks than Pasifika students in each academic year for four courses and in 3–4 of 5 academic years for the remaining courses. In eight courses, there were higher proportions of Pasifika students than NZE students who repeated the courses (in 4–5 of 5 academic years for two courses, in 1–2 of 5 academic years for six courses). Multiple regression analyses showed that Pasifika students were more likely to achieve lower marks than NZE students in all courses. Other predictors for academic marks included year of study for five courses, age for three courses, international student status for two courses, major specialization for eight courses, home location for one course, and gender for one course. Data from this research provide evidence that ethnic inequity may exist in anatomical sciences education, and can be used by institutions globally to justify evaluating their anatomy programs, with the aim to better support ethnic minority students who may be struggling academically.

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“…These differences can differentially shape how FGWOC experience higher education. In response to these and other contemporary challenges (e.g., diversity in higher education), some colleges and universities have instituted specific programs to recruit and facilitate a smooth transition to college for underrepresented students (i.e., students of color, first-generation, lower-income college students; Bradford et al, 2021; Grace-Odeleye, & Santiago, 2019; Kallison & Stader, 2012). Evidence indicates that the success of these programs depends upon facilitating intentional help-seeking (e.g., meeting with instructors or counselors), making students feel cared for, helping to develop a sense of belonging, and mediating stressful situations, ensuring that interventions are effective and sustaining.…”

Section: Discussionmentioning

confidence: 99%

Managing Intersectional Invisibility and Hypervisibility During the Transition to College Among First-Generation Women of Color

Jackson

Colson-Fearon

Versey

2022

Psychology of Women Quarterly

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In the current study, we examined the transition to college for first-generation women of color. Previous studies of first-year college experiences among groups with minoritized statuses have primarily focused on first-generation students or students of color separately, with little consideration of women within these groups generally, and first-generation women of color specifically. Drawing from work in Black feminist scholarship, we explored the transition to college from the perspective of first-generation women of color college students, examining the resources, strengths, and challenges experienced during this transition. Fourteen self-identified first-generation women of color students participated in semi-structured interviews. Respondents were asked a series of open-ended questions about their first-year college experiences, including family dynamics, social support, and mental health. Using thematic analysis, we identified five major themes—Identity, Imposter Phenomenon, Mixed Formal Support, Complicated Family Support, and Friendship, Social, and Emotional Support. Our findings suggest that first-generation women of color college students encounter unique challenges that warrant further investigation. Furthermore, we recommend structural programming (e.g., diversity initiatives), university policies (e.g., need-blind admissions), and increased faculty and staff diversity as strategies that will benefit all students and provide support for first-generation women of color college students.

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A Meta-analysis of University STEM Summer Bridge Program Effectiveness

Cited by 35 publications

References 75 publications

Using the Intended–Enacted–Experienced Curriculum Model to Map theVision and ChangeCore Competencies in Undergraduate Biology Programs and Courses

Using the Intended–Enacted–Experienced Curriculum Model to Map theVision and ChangeCore Competencies in Undergraduate Biology Programs and Courses

Anatomical sciences education needs to promote academic excellence of ethnic minority students—Evidence from Pasifika students at the University of Otago

Managing Intersectional Invisibility and Hypervisibility During the Transition to College Among First-Generation Women of Color

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