研究科学身份在STEM学者项目中黑人学生保留率中的作用

Q2 Social Sciences

The Journal of Negro Education Pub Date : 2022-01-01 DOI:10.7709/jnegroeducation.88.3.0229

L. Oseguera, Hyunjae Park, Maria Javiera De Los Rios, Elyzza M. Aparicio, Royel M. Johnson

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引用次数: 7

摘要

摘要:本研究报告了一所以白人为主的大型研究密集型大学的多学科本科科学、技术、工程和数学(STEM)学者计划的早期项目保留情况，该计划旨在使STEM多样化。作者借鉴了伦敦及其同事的STEM参与框架，以确定哪些因素与前两年留在项目中有关。结果表明，拥有较高的科学身份和报告较少的歧视事件增加了留在该计划中的可能性。黑人学生比其他未被充分代表的少数种族(URM)群体更有可能继续参加该计划，并且与非URM参与者一样有可能继续参加该计划。

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Examining the Role of Scientific Identity in Black Student Retention in a STEM Scholar Program

Abstract:This study reports on early program retention in a multi-component undergraduate science, technology, engineering, and mathematics (STEM) scholar program aimed at diversifying STEM at a large, research-intensive, predominantly White university. The authors drew on London and associates’ STEM Engagement Framework to determine what factors are related to remaining in the program through the first two years. Results indicate that having a high scientific identity and reporting fewer instances of discrimination increased the likelihood of remaining in the program. Black students were somewhat more likely than the other underrepresented racially minoritized (URM) groups to remain in the program and were as likely as non-URM participants to remain enrolled in the program.

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来源期刊

The Journal of Negro Education Social Sciences-Anthropology

CiteScore

1.20

自引率

0.00%

发文量

期刊介绍： The Journal of Negro Education (JNE), a refereed scholarly periodical, was founded at Howard University in 1932 to fill the need for a scholarly journal that would identify and define the problems that characterized the education of Black people in the United States and elsewhere, provide a forum for analysis and solutions, and serve as a vehicle for sharing statistics and research on a national basis. JNE sustains a commitment to a threefold mission: first, to stimulate the collection and facilitate the dissemination of facts about the education of Black people; second, to present discussions involving critical appraisals of the proposals and practices relating to the education of Black people.