TY - JOUR
T1 - Examining the role of scientific identity in black student retention in a STEM scholar program
AU - Oseguera, Leticia
AU - Park, Hyun Ju
AU - Rios, Maria Javiera De Los
AU - Aparicio, Elyzza M.
AU - Johnson, Royel
N1 - Funding Information:
________________ Data reported in this study were supported by the Howard Hughes Medical Institute (HHMI) under award number 52008089. The content is solely the responsibility of the authors and does not necessarily represent the official views of the HHMI.
Publisher Copyright:
© The Journal of Negro Education
PY - 2019/9
Y1 - 2019/9
N2 - 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.
AB - 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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U2 - 10.7709/jnegroeducation.88.3.0229
DO - 10.7709/jnegroeducation.88.3.0229
M3 - Article
AN - SCOPUS:85092268226
SN - 0022-2984
VL - 88
SP - 229
EP - 248
JO - The Journal of Negro Education
JF - The Journal of Negro Education
IS - 3
ER -