Increasing Persistence in Undergraduate Science Majors: A Model for Institutional Support of Underrepresented Students

Autor/inn/en	Toven-Lindsey, Brit; Levis-Fitzgerald, Marc; Barber, Paul H.; Hasson, Tama
Titel	Increasing Persistence in Undergraduate Science Majors: A Model for Institutional Support of Underrepresented Students
Quelle	In: CBE - Life Sciences Education, 14 (2015) 2, Artikel 12 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
Schlagwörter	Majors (Students); Science Education; Undergraduate Students; Academic Persistence; Disproportionate Representation; Models; STEM Education; Academic Achievement; Comparative Analysis; Academic Support Services; Minority Group Students; Program Effectiveness; Program Evaluation; Performance Factors; Control Groups; Matched Groups; High Achievement; Scores; Enrollment Trends; School Holding Power; Best Practices; Multiple Regression Analysis; California + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Analogiemodell; STEM; Schulleistung; Programme evaluation; Programmevaluation; Leistungsindikator; Kalifornien
Abstract	The 6-yr degree-completion rate of undergraduate science, technology, engineering, and mathematics (STEM) majors at U.S. colleges and universities is less than 40%. Persistence among women and underrepresented minorities (URMs), including African-American, Latino/a, Native American, and Pacific Islander students, is even more troubling, as these students leave STEM majors at significantly higher rates than their non-URM peers. This study utilizes a matched comparison group design to examine the academic achievement and persistence of students enrolled in the Program for Excellence in Education and Research in the Sciences (PEERS), an academic support program at the University of California, Los Angeles, for first- and second-year science majors from underrepresented backgrounds. Results indicate that PEERS students, on average, earned higher grades in most "gatekeeper" chemistry and math courses, had a higher cumulative grade point average, completed more science courses, and persisted in a science major at significantly higher rates than the comparison group. With its holistic approach focused on academics, counseling, creating a supportive community, and exposure to research, the PEERS program serves as an excellent model for universities interested in and committed to improving persistence of underrepresented science majors and closing the achievement gap. (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