Outcomes and Processes in the Meyerhoff Scholars Program: STEM PhD Completion, Sense of Community, Perceived Program Benefit, Science Identity, and Research Self-Efficacy

Autor/inn/en	Maton, Kenneth I.; Beason, Tiffany S.; Godsay, Surbhi; Domingo, Mariano R. Sto.; Bailey, TaShara C.; Sun, Shuyan; Hrabowski, Freeman A., III
Titel	Outcomes and Processes in the Meyerhoff Scholars Program: STEM PhD Completion, Sense of Community, Perceived Program Benefit, Science Identity, and Research Self-Efficacy
Quelle	In: CBE - Life Sciences Education, 15 (2016) 3, Artikel 48 (305 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.16-01-0062
Schlagwörter	STEM Education; Doctoral Programs; Graduation Rate; Intervention; Minority Group Students; Disproportionate Representation; Cohort Analysis; Academic Persistence; African American Students; Comparative Analysis; Academic Records; School Statistics; Sense of Community; Educational Benefits; Professional Identity; Self Efficacy; Program Effectiveness; Multiple Regression Analysis; Questionnaires; Maryland (Baltimore) + Suchen Sie Ihr Suchwort? STEM; Doktorandenprogramm; Kohortenanalyse; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; College; Colleges; University; Universities; Publication; Hochschule; Fachhochschule; Universität; Akademieschrift; Publikation; Bildungsertrag; Self-efficacy; Selbstwirksamkeit; Fragebogen
Abstract	Previous research has shown that the Meyerhoff Scholars Program at the University of Maryland, Baltimore County, is an effective intervention for high-achieving underrepresented minority (URM) students; African-American Meyerhoff students are significantly more likely to enter science, technology, engineering, and mathematics (STEM) PhD programs than comparison students. The first of two studies in this report extends the prior research by examining levels of PhD completion for Meyerhoff (N = 479) versus comparison sample (N = 249) students among the first 16 cohorts. Entering African-American Meyerhoff students were 4.8 times more likely to complete STEM PhDs than comparison sample students. To enhance understanding of potential mechanisms of influence, the second study used data from the 22nd (Fall 2010) to 25th (Fall 2013) cohorts (N = 109) to test the hypothesis that perceived program benefit at the end of freshman year would mediate the relationship between sense of community at the end of Summer Bridge and science identity and research self-efficacy at the end of sophomore year. Study 2 results indicated that perceived program benefit fully mediated the relationship between sense of community and both criterion measures. The findings underscore the potential of comprehensive STEM intervention programs to enhance PhD completion, and suggest mechanisms of influence. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01