Pathways to Success: Affirming Opportunities for Science, Mathematics, and Engineering Majors.

By Marguerite Bonous-Hammarth. 2000

242 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/f63d7b7e0705891c3cefb46a2ea06ea27b7a387d

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Citations in the corpus

What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups (2014, result): “…the application of knowledge for all aspiring scientists, it may also confirm previous studies, which found that URM students often leave the sciences due to a perceived lack of relevance with their social values and desire to improve conditions for their communities (Bonous-Hammarth, 2000).”
Student and Faculty Perceptions of Engagement in Engineering (2010, background): “Most articles about the recruitment and retention of undergrad uates in engineering indicate that engaging courses have a positive impact on a student’s educational experience (Bonous-Hammarth, 2000; Björklund and Fortenberry, 2005; Mestre, 2005; Smith et al.; 2005).”
Understanding the Risk of Attrition in Undergraduate Engineering: Results from the Project to Assess Climate in Engineering (2012, background): “Similarly, research indicates that support and mentoring from faculty are especially important for underrepresented student persistence in college and STEM fields (Bonous-Hammarth, 2000; Cole & Espinoza, 2008) and influence the decision to pursue a career in science (Rayman & Brett, 1995).”
A Method for Identifying Variables for Predicting STEM Enrollment (2007, methodology): “Bonous-Hammarth [11] utilized CIRP’s initial freshman survey, subsequent CIRP follow up surveys, and institutional information from the Integrated Postsecondary Education Data System survey from the U.”
Breaking it Down: Engineering Student STEM Confidence at the Intersection of Race/Ethnicity and Gender (2014, background): “…the perception that White faculty and students regard them as of lower ability, and this may be exacerbated by the typical dearth of minority engineering faculty and students (Anderson et al. 2006; Bonous-Hammarth 2000; Brown et al. 2005; Johnson 2007; May and Chubin 2003; Seymour and Hewitt 1997).”
Studying technology-based strategies for enhancing motivation in mathematics (2014, background): “The empirical literature supports that persistence and success in STEM careers may be rooted in students’ identification with the roles and work of STEM professionals (Bonous-Hammarth 2000; Estrada et al. 2011; Hernandez et al. 2013).”
A Qualitative Investigation of Factors Promoting the Retention and Persistence of Students of Color in STEM (2022, unknown): “Furthermore, support that students of color receive from peers, mentors, and faculty are critical to success in STEM education (Bonous-Hammarth, 2000; FriesBritt et al., 2010; Grandy, 1998; Hurtado et al., 2007; Seymour & Hewitt, 1997).”
Examining the Academic Success of Latino Students in Science Technology Engineering and Mathematics (STEM) Majors (2008, methodology): “Similarly, available research on students majoring in STEM has also reported that supportive educational environments during college were positive indicators of persistence (Bonous-Hammarth, 2000; Grandy, 1998; Leslie, McClure, & Oaxaca, 1998).”
Patterns of Persistence in Intended College Major with a Focus on STEM Majors. (2010, background): “…underrepresented students were less likely to persist in STEM majors than White and Asian/ Pacific Islander students, and first-generation college-going students were less likely to persist than students whose parents had attended at least some college (e.g., Bonous-Hammarth, 2000; Chen, 2009).”
Women of color in science, technology, engineering, and mathematics (STEM) (2011, background): “There were also several studies that included gender and race or ethnicity as variables to analyze the experiences of women of color (Bonous-Hammarth, 2000; Grandy, 1997, 1998; Huang, Taddese, Walter, and Peng, 2000; Leslie, McClure, and Oaxaca, 1998; Malone and Barabino, 2009; Smyth and McArdle,…”
Predicting transition and adjustment to college: biomedical and behavioral science aspirants’ and minority students’ first year of college (2007, background): “It confirms previous work in this area with racial/ ethnic minorities (Bonous-Hammarth, 2000), and extends it to include all students.”
Race, Gender, and Measures of Success in Engineering Education (2011, background): “Due to their small numbers, Native Americans are frequently combined with Hispanics and Blacks in studies of engineering persistence (Bonous-Hammarth, 2000; Humphreys & Freeland, 1992).”
Pipelines and Pathways: Women of Color in Undergraduate STEM Majors and the College Experiences That Contribute to Persistence (2011, background): “, high school GPA) and persistence in college STEM majors (Bonous-Hammarth, 2000; Ethington & Wolfle, 1988), recent studies have revealed the effect of the college environment as particularly meaningful to educational trajectories in STEM (Carlone & Johnson, 2007; Eagan, Garcia, Herrera, Garibay, Hu”
STEMulating Interest: A Meta-Analysis of the Effects of Out-of-School Time on Student STEM Interest (2016, background): “Furthermore, women and students of color do not recognize STEM fields as platforms to reach their altruistic goal of helping others, which contributes to their decision not to choose a STEM-related career (Bonous-Hammarth, 2000; University of the Sciences, 2012).”
Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students (2011, background): “Studies that have assessed the effect of gender and race on STEM persistence and achievement have come to varied conclusions as to their effect on a given outcome (e.g., Bonous-Harnmarth, 2000; Hilton & Lee, 1988; Mau, 2003).”
High School Math and Science Preparation and Postsecondary STEM Participation for Students With an Autism Spectrum Disorder (2017, background): “…success in high school play a major role in moving students in the general population through the STEM pipeline, strong performance on standardized tests are also associated with the persistence of undergraduate studies in STEM fields (Bonous-Hammarth, 2000; Sahin, Morgan, & Erdogan, 2012).”