Improving Underrepresented Minority Student Persistence in STEM

By M. Estrada, Myra N. Burnett, Andrew G. Campbell, Patricia B. Campbell, W. Denetclaw, Carlos G. Gutiérrez, Sylvia Hurtado, G. John, John Matsui, Richard McGee and 6 more. CBE - Life Sciences Education, 2016

650 citations recorded by the source corpus.

Members of the Joint Working Group on Improving Underrepresented Minorities (URMs) Persistence in Science, Technology, Engineering and Mathematics (STEM), utilizing Kurt Lewin’s planned approach to change, describe five recommendations to increase URM persistence in STEM at the undergraduate level.

Subfields: Gender Studies, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/1e05a2cb6a195b1275e36b6b8a17a3db513f8191

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Gender Studies

1. Terrell R. Morton
2. Eileen R. C. Parsons

In Safety Research

1. Terrell R. Morton
2. Eileen R. C. Parsons

In Social Psychology

1. Terrell R. Morton
2. Eileen R. C. Parsons

Citations in the corpus

• #BlackGirlMagic: The identity conceptualization of Black women in undergraduate STEM education (2018, background): “Carter, Mandell, & Maton, 2009; Seymour, Hunter, Laursen, & Deantoni, 2004), research on race and science identity (Chang, Eagan, Lin, & Hurtado, 2011), Black student persistence in STEM (Estrada et al., 2016; Tsui, 2007), and persistence among Black women in relation to their context (O’Connor, 200”
• Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math (2020, neutral): “Based on this observation, we endorse recent appeals for researchers to disaggregate data and evaluate how course interventions impact specific subgroups of students (13, 22, 34, 59, 60).”