WhatMatters in College for Retaining Aspiring Scientists and Engineers FromUnderrepresented RacialGroups
WhatMatters in College for Retaining Aspiring Scientists and Engineers FromUnderrepresented RacialGroups
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DOI：
10.1002/tea.21146
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发表时间：
2014-05-01
影响因子：
4.6
通讯作者：
Newman, Christopher B.
中科院分区：
文献类型：
--
作者：
Chang, Mitchell J.;Sharkness, Jessica;Newman, Christopher B.
这项纵向研究考察了影响少数族裔(URM)本科生在STEM领域坚持的因素。数据的主要来源来自合作机构研究计划2004年的新生调查(TFS)和2008年的大学高级调查(CS)。样本包括217个机构的3,670名学生，他们在TFS上表示他们打算主修STEM领域，其中1,634人是代表不足的少数族裔(URM)学生。研究结果表明，黑人和拉丁裔本科生在STEM专业坚持的可能性明显低于白人和亚裔美国本科生。背景特征和大学经历缓和了这种种族效应，这既表明大学前的因素可能解释了一些观察到的种族差异，也表明个别机构可以采取更具体的行动来提高科学成就。对URM样本的跟踪分析结果表明，机构可以通过增加这些学生参与关键学术经历的可能性来提高URM STEM的持久性：经常与他人一起学习、参与本科生研究以及参与学术俱乐部或组织。(C)2014 Wiley期刊公司J Res Sci Teach 51：555-580,2014
This longitudinal study examined factors that contribute to the persistence of underrepresented racial minority (URM) undergraduates in STEM fields. The primary source of data came from the Cooperative Institutional Research Program's 2004 The Freshman Survey (TFS) and 2008 College Senior Survey (CSS). The sample included 3,670 students at 217 institutions who indicated on the TFS that they intended to major in a STEM field, 1,634 of whom were underrepresented minority (URM) students. Findings indicate that Black and Latino undergraduates were significantly less likely to persist in STEM majors than were their White and Asian American counterparts. Background characteristics and college experiences moderated this race effect, suggesting both that pre-college factors may explain some of the observed racial disparities and that individual institutions can take more concrete actions to improve science achievement. Findings from the follow-up analysis of the sample of URMs suggest that institutions can improve URM STEM persistence by increasing the likelihood that those students will engage in key academic experiences: studying frequently with others, participating in undergraduate research, and involvement in academic clubs or organizations. (c) 2014 Wiley Periodicals, Inc. J Res Sci Teach 51: 555-580, 2014