Long-term Effects of STEM Enrichment Programs on Wage Differentials Among Under-Represented Minority Students

Abstract

This study focuses on the increasing disparities in STEM education achievement and long-term wage earnings of under-represented minority groups. As part of national efforts to improve the diversity of the STEM workforce, this study uses longitudinal data from the University of Houston’s Education Research Center (UH-ERC) to examine the effect of participation in a STEM focused intervention program (Houston-Louis Stokes Alliance for Minority Participation) on wage earnings across students from traditionally under-represented groups. Data analysis consisted of propensity score matching analysis, followed by an ordinal logistic regression model to measure program participation effects on wage earnings. Findings indicate a significant negative association between participation in STEM intervention program and long-term wage earnings. Results highlight the role of structural racism and human capital on perpetuating achievement and wage gaps across race and socio-economic status. Recommendations focus on career-preparedness as a tool to increase the human capital of under-represented groups, and institutional shifts in policy and program components that strive to reduce the impact of structural racism on this subpopulation of students.

An Overview of the Multi-Disciplinary Data Science (MDaS) S-STEM Scholarship Program

“…Furthermore, there is a precedent of successful STEM intervention programs demonstrating an increase in persistence in STEM for URM and low-income students. These programs [9], [11], [12], [13] showed that students who have participated in STEM intervention programs had a higher probability of completing STEM programs than non-participants.…”