Collaborative Research: Systematic Review of Studies to Improve Success in STEM Degree Programs of Hispanic Students Matriculating through Two-year Institutions

合作研究：系统审查研究以提高两年制院校录取的西班牙裔学生 STEM 学位课程的成功率

• 批准号: 1446323
• 负责人: Julie Martin
• 金额: $ 9.33万
• 依托单位: Clemson University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-09-15 至 2017-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1446323&HistoricalAwards=false
• 关键词: Collaborative; Research; Systematic; Review; Studies

This project is a comprehensive synthesis of existing primary studies of transfer of Hispanic students from 2-year to 4-year institutions. Although substantial research has identified cultural and socioeconomic challenges facing Hispanic students in higher education, much less is known about Hispanic STEM students, and virtually no large scale studies have studied Hispanic STEM transfer students specifically. The study will identify patterns of successes and failures of Hispanic STEM transfer students and identify factors related to effectiveness of interventions to promote transfer, retention, and graduation of Hispanic STEM undergraduates. This synthesis will contribute to achieving PCAST recommendations for a million more STEM graduates by 2018, supporting efforts within federal agencies to improve the success of under-represented students in STEM, and increasing knowledge about what works based on a comprehensive synthesis of published research. The research question guiding this systematic review is: What student and contextual characteristics and interventions have prior studies identified as supporting successful transfer and STEM bachelor's degree completion of Hispanic students who matriculate at two-year institutions? A preliminary scoping review of several databases yielded 1,328 potential sources to inform this systematic review to develop a framework specific to Hispanic STEM transfer students. Most retention and transfer work has been based on a framework of social integration. A good example of this framework is: Vincent Tinto, "Leaving college: Rethinking the causes and cures of student attrition," Chicago: University of Chicago Press, 1993. This perspective has been found by some to be less relevant to Hispanic students. An example is the work of Tatiana Melguizo, "Are community colleges an alternative path for Hispanic students to attain a bachelor's degree?" Teachers College Record, Volume 110, No. 12, 2008.

这个项目是对现有的西班牙裔学生从两年制转到四年制院校的初级研究的综合。尽管大量研究已经确定了西语裔学生在高等教育中面临的文化和社会经济挑战，但对西语裔STEM学生的了解要少得多，而且几乎没有专门针对西语裔STEM转学学生的大规模研究。这项研究将确定拉美裔STEM转学学生的成功和失败模式，并确定与促进拉美裔STEM本科生转学、留住和毕业的干预措施有效性相关的因素。这一综合将有助于在2018年前实现PCAST为100多万STEM毕业生提出的建议，支持联邦机构内部努力提高STEM中代表性不足学生的成功程度，并在对已发表研究进行全面综合的基础上增加对哪些措施有效的了解。指导这项系统审查的研究问题是：哪些学生和背景特征和干预措施被先前的研究确定为支持在两年制院校入学的拉美裔学生成功转学和完成STEM学士学位？对几个数据库的初步范围审查产生了1328个潜在来源，为这项系统审查提供信息，以制定一个专门针对西班牙裔STEM转学学生的框架。大多数保留和转移工作都是基于社会融合的框架。这一框架的一个很好的例子是：文森特·丁托，《离开大学：重新思考学生流失的原因和治疗》，芝加哥：芝加哥大学出版社，1993。一些人发现，这种观点与拉美裔学生的相关性较小。Tatiana Melguizo的工作就是一个例子，“社区大学是西班牙裔学生获得学士学位的替代途径吗？”《师范学院志》，第110卷，第12期，2008年。