Variability in STEM Summer Bridge Programs: Associations with Belonging and STEM Self-Efficacy
Variability in STEM Summer Bridge Programs: Associations with Belonging and STEM Self-Efficacy
复制标题
STEM 暑期桥梁课程的可变性：归属感和 STEM 自我效能感的关联
DOI：
10.3389/feduc.2021.667589
复制
发表时间：
2021
影响因子：
4.6
通讯作者：
V. L. Acoff
中科院分区：
文献类型：
--
作者：
J. Barth;Sarah T. Dunlap;A. Bolland;D. McCallum;V. L. Acoff
为了应对STEM专业的少数族裔学生在从高中过渡到大学期间面临的挑战，美国国家科学基金会资助了Louis Stokes少数民族参与联盟(LSAMP)计划，在全国范围内实施暑期桥牌计划。桥牌项目在关注专业发展、学术支持、研究经验、社会活动和其他领域方面有所不同，但都有一个共同的意图，即在学生过渡到大学期间为他们提供支持。除了留级，人们对这些不同的夏日桥牌体验如何影响学生在大学一年级的成绩知之甚少。这项研究首先描述了阿拉巴马州LSAMP联盟夏季桥牌项目的变异性，然后考察了学生对其体验的满意度差异与归属感和STEM自我效能感之间的关系，这两个因素与STEM保持有关。参加LSAMP夏季桥牌项目的145名学生在大学一年级的三个时间点进行了调查。研究结果表明，桥牌项目在提供学术课程、学术支持(例如学习技能)、研究经验、专业发展和计划的社会活动方面存在差异。参加HBCU的学生在某些指标上比PWI的学生得分更高；然而，这些差异可以通过对桥牌体验的满意度来解释。对桥牌项目特定方面的满意度，特别是迎新活动和了解其他学生，与归属感和STEM自我效能感有关。这些关系在归属感上更加牢固。在整个学年中，桥梁满意度与归属感和自我效能感之间的关系减弱。
To address the challenges facing racial minority students majoring in STEM during the transition from high school to college, NSF funded Louis Stokes Alliances for Minority Participation (LSAMP) programs throughout the country implement summer bridge programs. Bridge programs vary in their focus on professional development, academic support, research experiences, social activities, and in other areas, but all share an intention to support students during their transition to college. Beyond retention, little is known about how these varied summer bridge experiences impact student outcomes in the first year of college. This study first describes the variability in the summer bridge programs in the Alabama LSAMP Alliance and then examines how differences in students’ satisfaction with their experiences are associated with feelings of belonging and STEM self-efficacy, two factors associated with STEM retention. Students (N = 145) who attended an LSAMP summer bridge program were surveyed at three time points over the first year of college. Findings indicated that bridge programs varied in their offering of academic classes, academic support (e.g., study skills), research experiences, professional development, and planned social activities. Students attending HBCUs scored more favorably than students at PWIs on some measures; however, these differences could be accounted for by satisfaction with bridge experiences. Satisfaction with specific aspects of the bridge programs, especially orientation activities and getting to know other students, were associated with feelings of belonging and STEM self-efficacy. These relations were stronger for belonging. Over the course of the academic year, the relations between bridge satisfaction and belonging and self-efficacy weakened.