Increasing the Success of Minority Students in Science and Technology

By E. Anderson, Dongbin Kim. 2006

255 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/f0f53ac5f196fd02f3ef2528bef6622264c94879

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Citations in the corpus

University Differences in the Graduation of Minorities in Stem Fields: Evidence from California (2013, unknown): “Namely, the percentage of college enrollees expressing an interest in science majors is 35% for both minorities and whites.(3) Yet, 19% of white enrollees complete a degree in the sciences with the corresponding number for minorities at less than 11%.”
Predicting transition and adjustment to college: biomedical and behavioral science aspirants’ and minority students’ first year of college (2007, background): “However , only about 13% of scientific bachelor's degrees are awarded to African American and Latina/os, compared with 31% for Asian Americans and 16% for White students (Anderson and Kim, 2006).”
STEM Attrition: College Students' Paths into and out of STEM Fields. Statistical Analysis Report. NCES 2014-001. (2013, background): “The STEM literature has reported that women, underrepresented minorities, first-generation students, and those from low-income backgrounds tend to have higher STEM attrition rates than their counterparts (Anderson and Kim 2006; Griffith 2010; Hill, Corbett, and Rose 2010; Huang, Taddese, and Walter ”
Students Who Study Science, Technology, Engineering, and Mathematics (STEM) in Postsecondary Education. Stats in Brief. NCES 2009-161. (2009, background): “4 This was consistent with the 2006 American Council on 5 The associations among postsecondary outcomes and various Education study that found that Black and Hispanic students student characteristics are described in Descriptive Summary of entering 4-year institutions majored in STEM fields at rates”
Understanding the Risk of Attrition in Undergraduate Engineering: Results from the Project to Assess Climate in Engineering (2012, background): “Still other studies find a higher rate of attrition for minorities than Whites in STEM fields (Anderson & Kim, 2006; Elliott, Strenta, Adair, Matier, & Scott, 1996).”
Why Students Choose STEM Majors (2013, background): “As previously argued, sociodemographic differences are of critical importance in STEM-related research (Crisp et al., 2009), and persistent gender and racial gaps in the STEM pipeline remain (Anderson & Kim, 2006; Clewell & Campbell, 2002; Dowd, Malcom, & Bensimon, 2009).”
Race, Gender, and Measures of Success in Engineering Education (2011, background): “Anderson and Kim (2006) found that Black and White students were equally likely to select STEM fields of study and to persist for three years, but that differences accrued to graduation—62.5% of Blacks persisting for three years graduate within six years as compared to 86.7% for Whites.”
The relationships among high school STEM learning experiences, expectations, and mathematics and science efficacy and the likelihood of majoring in STEM in college (2017, background): “…STEM fields, such as (a) the number of courses taken (Chen & Solder, 2013; Simpkins et al., 2006); (b) early exposure to mathematics and science (Anderson & Kim, 2006; Graham, Frederick, Byars-Winston, Hunter, & Handelsman, 2013); (c) mathematics and science curriculum (Elliott, Strenta, Adair,…”
Pipelines and Pathways: Women of Color in Undergraduate STEM Majors and the College Experiences That Contribute to Persistence (2011, background): “This can be answered in part, I believe, by the characteristics of aspiring engineers—women intent on pursuing engineer-234 ing had more math course work in high school, which is also evidenced in the literature (Adelman, 1999; Anderson & Kim, 2006; Ethington & Wolfle, 1988; Seymour & Hewitt, 1997).”
Who wants to have a career in science or math? Exploring adolescents' future aspirations by gender and race/ethnicity. (2011, background): “…although there is less national-level research on the obstacles to equity in STEM fields focusing on race/ethnicity than on gender, the existing evidence nevertheless suggests that achievement is a key obstacle to equity later in STEM pathways (Anderson & Kim, 2006; Campbell et al., 2000).”
College Student Pathways to the STEM Disciplines (2013, background): “The prevailing concern is that a failure to meet workforce demands will ultimately impede America’s ability to compete in an increasingly global and technologically advanced economy (Anderson & Kim, 2006; Chen & Weko, 2009; Dowd, Malcom, & Bensimon, 2009).”
STEMulating Interest: A Meta-Analysis of the Effects of Out-of-School Time on Student STEM Interest (2016, background): “Despite substantial research to support race and gender as possible moderators of the effects of OST programs on STEM interest (Anderson & Kim, 2006; Carlone & Johnson, 2007; Durlak et al., 2010; Tan et al., 2013;; Young, Young, Hamilton, 2013).)”