An Interdisciplinary Approach to Success for Underrepresented Students in STEM

Goonewardene, Anura; Offutt, Christine A.; Whitling, Jacqueline; Woodhouse, Donald E.

doi:10.2505/4/jcst16_045_04_59

Cited by 30 publications

(4 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Only five studies of the 45 reviewed Fig. 2 The five mentoring structures in STEM HE that represent the reason for mentoring (Goonewardene et al, 2016;MacPhee et al, 2013;Schneider et al, 2015;Trujillo et al, 2015;Wilson et al, 2012) provided a comprehensive mentoring framework for underrepresented students in STEM HE. Along with the commonly discussed inequities related to race and gender, these studies added socioeconomic and class variables through qualitative and quantitative research methods.…”

Section: Findings: Themes Within the Literature On Mentoring He Women...mentioning

confidence: 99%

Mentoring in STEM higher education: a synthesis of the literature to (re)present the excluded women of color

Nkrumah

Scott

2022

IJ STEM Ed

View full text Add to dashboard Cite

Mentoring initiatives for undergraduate and graduate women of color (WOC) have provided peer-to-peer relationships and counterspaces to disrupt the inequitable treatment of students in STEM higher education (HE). This literature synthesis explores intersectionality in STEM HE mentoring through pursuing the following research questions: (1) What impact do the social contexts of WOC have on their mentoring experiences in STEM HE? (2) What role does intersectionality play in the structural organization of WOC mentoring models in STEM HE? (3) How has intersectionality shaped the life experiences of WOC mentors and mentees? and (4) How can mentoring models utilize intersectionality to incorporate the experiences of WOC in STEM HE? Thematic findings from literature related to STEM HE mentoring suggest a reinforcement of deficit mentoring models (Fix the URM), a symbolic application of intersectionality (branding gender–race), and a lack of paradigmatic shifts (catch-all). Our specific recommendations presented in this article challenge the epistemic oppression and epistemic violence that current STEM HE mentoring models operationalize.

show abstract

Section: Findings: Themes Within the Literature On Mentoring He Women...mentioning

confidence: 99%

Mentoring in STEM higher education: a synthesis of the literature to (re)present the excluded women of color

Nkrumah

Scott

2022

IJ STEM Ed

View full text Add to dashboard Cite

show abstract

“…In physical and life sciences courses, recent observations found women outperforming men but perceptions of being less able persist [45]. Small colleges with scholarship funds for underrepresented students in STEM were also able to show greater retention compared to control groups [46]. Our findings add to this area of ongoing research.…”

Section: Figure 2 Reading Participation (%) As a Function Of Gender (...supporting

confidence: 58%

Reproducible High Reading Participation and Auto-Graded Homework Completion across Multiple Cohorts When Using an Interactive Textbook for Material and Energy Balances

Yanosko,

Liberatore

2023 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

He earned a B.S. degree from the University of Illinois Chicago and M.S. and Ph.D. degrees from the University of Illinois at Urbana-Champaign, all in chemical engineering. From 2005 to 2015, he served on the faculty at the Colorado School of Mines. In 2018, he served as an Erskine Fellow at the University of Canterbury in New Zealand. His research involves the rheology of complex fluids, especially traditional and renewable energy fluids and materials, polymers, and colloids. His educational interests include developing problems from YouTube videos, active learning, learning analytics, and interactive textbooks. His interactive textbooks for Material and Energy Balances, Spreadsheets, and Thermodynamics are available from zyBooks.com.

show abstract

“…Ultimately, educative programs/interventions have been found to be successful in guiding students to successful degree completion (Goonewardene, Offutt, Whitling, & Woodhouse, 2016). The problem is often one of, which intervention to choose and when?…”

Section: Discussionmentioning

confidence: 99%

Key Factors Influencing Retention Rates Among Historically Underrepresented Students Groups in STEM Fields

Premraj

Thompson

Hughes

et al. 2019

Journal of College Student Retention: Research, Theory & Pr

View full text Add to dashboard Cite

In this study, we identified factors influencing completion rates (graduation) of undergraduate students in science, technology, engineering, and mathematics (STEM). We used hierarchical, logistic, and linear regression models to analyze the data and found significant predictor variable interactions across various underrepresented versus well-represented student groups. We asked six research questions, three involving two- and three-way interactions between STEM completion, underrepresented groups, and predictor variables and three involving two- and three-way interactions among time spent for graduation, predictor variables, and underrepresented groups. We found that female STEM students completed their degree in significantly less time than their male counterparts (p < .001) and that for every 1 point increase in second-year grade point average, length of time to complete the bachelor’s degree decreased by 1.68 years. These and other findings can be used by institutions to help focus retention intervention efforts on those critical and significant predictors of STEM degree completion of underrepresented groups.

show abstract

An Interdisciplinary Approach to Success for Underrepresented Students in STEM

Cited by 30 publications

References 22 publications

Mentoring in STEM higher education: a synthesis of the literature to (re)present the excluded women of color

Mentoring in STEM higher education: a synthesis of the literature to (re)present the excluded women of color

Reproducible High Reading Participation and Auto-Graded Homework Completion across Multiple Cohorts When Using an Interactive Textbook for Material and Energy Balances

Key Factors Influencing Retention Rates Among Historically Underrepresented Students Groups in STEM Fields

Contact Info

Product

Resources

About