Aligning Best Practices in Student Success and Career Preparedness: An Exploratory Study to Establish Pathways to STEM Careers for Undergraduate Minority Students

Abstract

Undergraduate minority retention and graduation rates in STEM disciplines is a nationally recognized challenge for workforce growth and diversification. The Benjamin Banneker Scholars Program (BBSP) was a five-year undergraduate study developed to increase minority student retention and graduation rates at an HBCU. The program structure utilized a family model as a vehicle to orient students to the demands of college. Program activities integrated best K-12 practices and workforce skillsets to increase academic preparedness and career readiness. Findings revealed that a familial atmosphere improved academic performance, increased undergraduate research, and generated positive perceptions of faculty mentoring. Retention rates among BBSP participants averaged 88% compared to 39% among non-participant STEM peers. The BBSP graduation rate averaged 93% compared to 20% for non-participants. BBSP participants were more likely to gain employment in a STEM field or enter into a professional study. This paper furthers the body of research on STEM workforce diversity and presents a transferrable model for other institutions.

Gains and Losses in Virtual Mentorship: A Descriptive Case Study of Undergraduate Mentees and Graduate Mentors in STEM Research during the COVID-19 Pandemic

“…The experiences of researchers at all levels during this time will have a lasting impact on research practices for years to come. Prior research has indicated that positive research experiences can encourage undergraduate students to pursue future STEM careers, while negative experiences have the potential to prompt students to leave STEM (Kendricks et al, 2019;Trott et al, 2020). Similarly, graduate students may gain confidence and develop professionally from mentoring experiences they perceive to be positive but may lose confidence if they feel that the mentorship was "unsuccessful."…”

“…This pandemic forced traditionally wet lab fields to adapt to virtual work spaces; the methods described here and other technologies may be helpful in reducing the barriers to entry for individuals who have been disproportionately excluded from STEM, such as those with disabilities, both during and after COVID-19 (Gregg et al, 2016;Jones, 2016;Jeannis et al, 2018;Lillywhite and Wolbring, 2019). In this way, virtual research and mentorship may demonstrate an opportunity to make STEM more accessible and inclusive, which can greatly benefit the field as well as individuals (Smith-Doerr et al, 2017;Kendricks et al, 2019;Menzel et al, 2019;Asai, 2020). Data from the present study also demonstrate what research in work-from-home models has indicated, that productivity can occur outside "traditional" workplace environments and schedules when research productivity encompasses both data collection but also other research and professional development activities (Bloom et al, 2015;Bao et al, 2020).…”

“…This is critical because of the demonstrated role that research mentorship plays for both the undergraduate student mentee and the graduate student mentor. Participating in undergraduate research improves grade point averages, retention in STEM fields, graduation rates, and matriculation into graduate-level STEM programs, particularly for students with underrepresented identities (Byars-Winston and Dahlberg, 2019;Kendricks et al, 2019;Trott et al, 2020). Positive research experiences also promote nonacademic benefits, including improved self-confidence, intellectual curiosity, self-efficacy, and communication (Gregg et al, 2016;Kendricks et al, 2019;Trott et al, 2020).…”

Sustaining Solutions in Undergraduate STEM Education

“…These reforms include the implementation of high impact practices such as the creation of faculty and student learning communities, course-based and summer undergraduate research, mentoring, academic support, among others. Many of these reforms have worked at recruitment, retention, and increasing student engagement and achievement in STEM fields (Caniglia and Tratras Contis 2013, Estrada et al 2016, Kendricks et al 2019, Theobald et al 2020, Tratras Contis 2014. Specifically, course-based undergraduate research experiences (CURE) are among the strongest best practices for increased student engagement.…”

Career trajectories in a technology management-HRD programme

“…Science, technology, engineering, and mathematics (STEM) fields prepare college student's academic foundation, communication skills, problem-solving, critical thinking skills, improve technology application and integration, and improve overall employability (Kendricks et al 2019). However, student's decision-making styles and decisionmaking self-efficacy impact student's decision to pursue career and education in STEM fields (Mau, Perkins, and Mau 2016).…”