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Improving Underrepresented Minority Student Persistence in STEM

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Title: Improving Underrepresented Minority Student Persistence in STEM
Language: English
Authors: Estrada, Mica, Burnett, Myra, Campbell, Andrew G., Campbell, Patricia B., Denetclaw, Wilfred F., Gutiérrez, Carlos G., Hurtado, Sylvia, John, Gilbert H., Matsui, John, McGee, Richard, Okpodu, Camellia Moses, Robinson, T. Joan, Summers, Michael F., Werner-Washburne, Maggie, Zavala, MariaElena
Source: CBE - Life Sciences Education. Sep 2016 15(3):1-10.
Availability: American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Peer Reviewed: Y
Page Count: 10
Publication Date: 2016
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Minority Group Students, STEM Education, Disproportionate Representation, Academic Persistence, Change Strategies, Progress Monitoring, Science Course Improvement Projects, School Holding Power, Undergraduate Students
Geographic Terms: California, California (Berkeley), California (Los Angeles), Georgia (Atlanta), Maryland (Baltimore)
DOI: 10.1187/cbe.16-01-0038
ISSN: 1931-7913
Abstract: Members of the Joint Working Group on Improving Underrepresented Minorities (URMs) Persistence in Science, Technology, Engineering, and Mathematics (STEM)--convened by the National Institute of General Medical Sciences and the Howard Hughes Medical Institute--review current data and propose deliberation about why the academic "pathways" leak more for URM than white or Asian STEM students. They suggest expanding to include a stronger focus on the institutional barriers that need to be removed and the types of interventions that "lift" students' interests, commitment, and ability to persist in STEM fields. Using Kurt Lewin's planned approach to change, the committee describes five recommendations to increase URM persistence in STEM at the undergraduate level. These recommendations capitalize on known successes, recognize the need for accountability, and are framed to facilitate greater progress in the future. The impact of these recommendations rests upon enacting the first recommendation: to track successes and failures at the institutional level and collect data that help explain the existing trends.
Abstractor: As Provided
Number of References: 70
Entry Date: 2016
Accession Number: EJ1111412
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: Improving Underrepresented Minority Student Persistence in STEM
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  Data: <searchLink fieldCode="AR" term="%22Estrada%2C+Mica%22">Estrada, Mica</searchLink><br /><searchLink fieldCode="AR" term="%22Burnett%2C+Myra%22">Burnett, Myra</searchLink><br /><searchLink fieldCode="AR" term="%22Campbell%2C+Andrew+G%2E%22">Campbell, Andrew G.</searchLink><br /><searchLink fieldCode="AR" term="%22Campbell%2C+Patricia+B%2E%22">Campbell, Patricia B.</searchLink><br /><searchLink fieldCode="AR" term="%22Denetclaw%2C+Wilfred+F%2E%22">Denetclaw, Wilfred F.</searchLink><br /><searchLink fieldCode="AR" term="%22Gutiérrez%2C+Carlos+G%2E%22">Gutiérrez, Carlos G.</searchLink><br /><searchLink fieldCode="AR" term="%22Hurtado%2C+Sylvia%22">Hurtado, Sylvia</searchLink><br /><searchLink fieldCode="AR" term="%22John%2C+Gilbert+H%2E%22">John, Gilbert H.</searchLink><br /><searchLink fieldCode="AR" term="%22Matsui%2C+John%22">Matsui, John</searchLink><br /><searchLink fieldCode="AR" term="%22McGee%2C+Richard%22">McGee, Richard</searchLink><br /><searchLink fieldCode="AR" term="%22Okpodu%2C+Camellia+Moses%22">Okpodu, Camellia Moses</searchLink><br /><searchLink fieldCode="AR" term="%22Robinson%2C+T%2E+Joan%22">Robinson, T. Joan</searchLink><br /><searchLink fieldCode="AR" term="%22Summers%2C+Michael+F%2E%22">Summers, Michael F.</searchLink><br /><searchLink fieldCode="AR" term="%22Werner-Washburne%2C+Maggie%22">Werner-Washburne, Maggie</searchLink><br /><searchLink fieldCode="AR" term="%22Zavala%2C+MariaElena%22">Zavala, MariaElena</searchLink>
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  Data: American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
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  Data: Y
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  Data: 10
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  Data: <searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Disproportionate+Representation%22">Disproportionate Representation</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Persistence%22">Academic Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Change+Strategies%22">Change Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Progress+Monitoring%22">Progress Monitoring</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Course+Improvement+Projects%22">Science Course Improvement Projects</searchLink><br /><searchLink fieldCode="DE" term="%22School+Holding+Power%22">School Holding Power</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink><br /><searchLink fieldCode="DE" term="%22California+%28Berkeley%29%22">California (Berkeley)</searchLink><br /><searchLink fieldCode="DE" term="%22California+%28Los+Angeles%29%22">California (Los Angeles)</searchLink><br /><searchLink fieldCode="DE" term="%22Georgia+%28Atlanta%29%22">Georgia (Atlanta)</searchLink><br /><searchLink fieldCode="DE" term="%22Maryland+%28Baltimore%29%22">Maryland (Baltimore)</searchLink>
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  Label: DOI
  Group: ID
  Data: 10.1187/cbe.16-01-0038
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1931-7913
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Members of the Joint Working Group on Improving Underrepresented Minorities (URMs) Persistence in Science, Technology, Engineering, and Mathematics (STEM)--convened by the National Institute of General Medical Sciences and the Howard Hughes Medical Institute--review current data and propose deliberation about why the academic "pathways" leak more for URM than white or Asian STEM students. They suggest expanding to include a stronger focus on the institutional barriers that need to be removed and the types of interventions that "lift" students' interests, commitment, and ability to persist in STEM fields. Using Kurt Lewin's planned approach to change, the committee describes five recommendations to increase URM persistence in STEM at the undergraduate level. These recommendations capitalize on known successes, recognize the need for accountability, and are framed to facilitate greater progress in the future. The impact of these recommendations rests upon enacting the first recommendation: to track successes and failures at the institutional level and collect data that help explain the existing trends.
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
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  Data: 70
– Name: DateEntry
  Label: Entry Date
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  Data: 2016
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  Label: Accession Number
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  Data: EJ1111412
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        Value: 10.1187/cbe.16-01-0038
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      – SubjectFull: Disproportionate Representation
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      – SubjectFull: Academic Persistence
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      – SubjectFull: Change Strategies
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      – SubjectFull: Progress Monitoring
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      – SubjectFull: School Holding Power
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      – SubjectFull: Undergraduate Students
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