Impact of an intensive multi-disciplinary STEM enrichment program on underrepresented minority student success

Abstract

PurposeThis study examines the impact of participation in a STEM Enrichment Summer Bridge Program, funded by the NSF Houston-Louis Stokes Alliance for Minority Participation, on undergraduate student success outcomes, particularly for under-represented students.Design/methodology/approachThe study uses propensity score matching and logistic regression analysis to examine the effects of participation in the STEM enrichment program on graduation and retention in STEM after matching on baseline socio-demographic and pre-college characteristics.FindingsThe analysis found that program participation had a significant effect on increasing both the graduation rates and retention of under-represented minority students in STEM fields. In addition, results indicated that program participation had a particularly strong impact for Pell-eligible students in terms of course grades.Research limitations/implicationsData obtained for this study were limited to a single Hispanic-serving/Asian-serving institution, and therefore are not necessarily representative of the graduation and retention trends of the larger population of underrepresented minority (URM) students across the nation.Originality/valueThis study uniquely adds to the existing body of literature surrounding the retention of URM students in STEM fields by accounting for baseline variables, such as pre-college academic achievement and socio-demographic characteristics, that could lead to bias in estimating results. Specifically, this study addresses limitations of previous studies by comparing participants and non-participants of the STEM enrichment program who are matched on a selection of baseline characteristics.

Promoting Inclusive Accounting Education through the Integration of Stem Principles for a Diverse Classroom

“…According to Ghazzawi et al [98], the discipline of accounting can attract a more diverse student body regarding socioeconomic status, race, and gender by integrating STEM principles. However, by emphasizing the technology-driven and interdisciplinary nature of modern accounting, these programs expand their reach to a broader demographic, thereby eliminating historical barriers that might have hindered minority groups from enrolling [99].…”

Cultivating STEM/Health Identities and Talent in Historically Marginalized Populations Through Equity-Focused Place-Based Learning: The Rush Education and Career Hub (REACH) Model

“…Critical shortages are also anticipated for various allied health professions, however, as STEM-H fields grow, inequality and underrepresentation of people from historically marginalized communities remains stubbornly persistent. Racial equity in STEM-H educational attainment and labor market outcomes have been topics of increasing national concern (Ghazzawi et al, 2021(Ghazzawi et al, , 2023Ro et al, 2021;McGee, 2020;Curvey Johnson et al, 2023). National data indicate that compared with the general population, "Black students earned 7% of STEM bach-elor's degrees as of 2018, the most recent year available, below their share of all bachelor's degrees (10%) or their share of the adult population (12%).…”

Investigating the Interplay Between Participation in a STEM-Focused Student Success Program and Workforce Participation on STEM Undergraduate Degree Completion

“…Primarily through providing academic assistance and financial aid, such programs assist in bridging persistent gaps in STEM degree attainment, wage gaps across race, gender and economic status (Carnevale et al, 2011 ). Despite supporting evidence of the success of STEM intervention programs at increasing academic performance, collegiate success and retention of under-represented minorities in STEM fields (e.g., Lee and Harmon, 2013 ; Jackson and Winfield, 2014 ; Ghee et al, 2016 ; Ghazzawi et al, 2021a , b ), less is known about the sufficiency of the financial aid offered to students through these programs, as well as its association with persistence and graduation rates of URM students. Access to adequate financial aid is among the top five factors associated with minority persistence in STEM fields of study, yet recent studies demonstrate that institutional barriers to financial aid, as well as increasing tuition costs, has caused insufficiencies in the financial aid awarded to low-income students, causing them to struggle (Mitchell et al, 2019 ).…”

“…The alliance includes five higher education institutions that rely on empirical research on collaborative learning techniques, peer led team learning, and faculty mentorship to guide program components most beneficial to minority student success in STEM (Treisman, 1992 ; Ghazzawi et al, 2021b ). Through offering financial aid and academic support, the program has successfully graduated 2,044 students with bachelor degrees since the first graduating cohort of 2004, 92% of which were in STEM fields of study, to a majority-minority student body (Ghazzawi et al, 2021a ).…”