Long-Term Effects of STEM Enrichment Programs on Wages among Under-Represented Minority Students

Autor/inn/en	Ghazzawi, Dina; Pattison, Donna; Horn, Catherine
Titel	Long-Term Effects of STEM Enrichment Programs on Wages among Under-Represented Minority Students
Quelle	In: Metropolitan Universities, 34 (2023) 1, S.66-87 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-8485
Schlagwörter	STEM Education; Enrichment Activities; Wages; Minority Group Students; Disproportionate Representation; Education Work Relationship; Racism; Salary Wage Differentials; Human Capital; College Graduates; STEM Careers; Student Participation; Texas + Suchen Sie Ihr Suchwort? STEM; Bereicherungsprogramm; Wage; Löhne; Rassismus; Humankapital; Hochschulabsolvent; Hochschulabsolventin; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	This study focuses on the increasing disparities in STEM education achievement and long-term wage earnings of under-represented minority groups. As part of national efforts to improve the diversity of the STEM workforce, this study uses longitudinal data from the University of Houston's Education Research Center (UH-ERC) to examine the effect of participation in a STEM-focused intervention program (Houston-Louis Stokes Alliance for Minority Participation) on wage earnings across students from traditionally under-represented groups. Data analysis consisted of propensity score matching analysis, followed by an ordinal logistic regression model to measure program participation effects on wage earnings. Findings indicate a significant negative association between participation in the STEM intervention program and long-term wage earnings. Results highlight the role of structural racism and human capital on perpetuating achievement and wage gaps across race and socio-economic status. Recommendations focus on career preparedness as a tool to increase the human capital of under-represented groups and institutional shifts in policy and program components that strive to reduce the impact of structural racism on this subpopulation of students. [Note: The issue number (2) displayed on the first page of the PDF is incorrect. The correct issue number for this article is n1. The page range cited on the PDF (pp. 66-86) is incorrect. The correct page range is pp. 66-87] (As Provided).
Anmerkungen	Coalition of Urban and Metropolitan Universities. 8000 York Road, Towson, MD 21252. Tel: 410-704-3700; Fax: 410-704-2152; e-mail: cumu@towson.edu; Web site: http://www.cumuonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01