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.

该项目是对西班牙裔学生从2年制到4年制机构的现有主要研究的全面综合。虽然大量的研究已经确定了西班牙裔学生在高等教育中面临的文化和社会经济挑战，但对西班牙裔STEM学生的了解要少得多，而且几乎没有大规模的研究专门研究西班牙裔STEM转学生。 该研究将确定西班牙裔STEM转学生的成功和失败模式，并确定与干预措施有效性相关的因素，以促进西班牙裔STEM本科生的转移，保留和毕业。这一综合将有助于实现PCAST的建议，到2018年增加100万名STEM毕业生，支持联邦机构内的努力，以提高在STEM中代表性不足的学生的成功，并增加对基于已发表研究的全面综合的工作知识。 指导这一系统性综述的研究问题是：什么样的学生和背景特征和干预措施，以前的研究确定为支持成功转移和STEM学士学位完成的西班牙裔学生谁在两年制院校录取？ 对几个数据库的初步范围审查产生了1，328个潜在的来源，为这项系统性审查提供信息，以制定针对西班牙裔STEM转学学生的框架。 大多数保留和转移工作都是以社会融合框架为基础的。Vincent Tinto，“Leaving college：Rethinking the causes and cures of student attrition，”芝加哥：芝加哥大学出版社，1993. 一些人发现这种观点与西班牙裔学生不太相关。 一个例子是Tatiana Melguizo的工作，“社区学院是西班牙裔学生获得学士学位的另一条道路吗？《师范学院学报》2008年第110卷第12期。