4
Views
1
CrossRef citations to date
0
Altmetric
Research and Teaching

STEM Bridge Program: Underrepresented Minority Students’ Perceptions of Louis Stokes Alliance for Minority Participation Program Impact

References

  • Ashley, M., Cooper, K. M., Cala, J. M., & Brownell, S. E. (2017). Building better bridges into STEM: A synthesis of 25 years of literature on STEM summer bridge programs. CBE-Life Sciences Education, 16(4), 1–18.
  • Bandura, A. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82–91.
  • Braun, V., & Clarke, V (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
  • Braun, V., & Clarke, V (2012). Thematic analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA handbook of research methods in psychology, Vol. 2: Research designs: Quantitative, qualitative, neuropsychological, and biological (pp. 57–71). American Psychological Association.
  • Byars-Winston, A., & Rogers, J. G. (2019). Testing intersectionality of race/ethnicity X gender in social-cognitive career theory model with science identity. Journal of Counseling Psychology, 66(1), 30–44.
  • Chang, M. J., Sharkness, J., Hurtado, S., & Newman, C. B. (2014). What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups. Journal of Research in Science Teaching, 51(5), 555–580.
  • Flynn, D. T. (2016). STEM field persistence: The impact of engagement on postsecondary STEM persistence for underrepresented minority students. Journal of Educational Issues, 3(1), 185–241.
  • Garriott, P. O., & Flores, L. Y (2013). The role of social cognitive factors in Mexican American students’ educational goals and performance: A longitudinal analysis. Journal of Latina/o Psychology, 1(2), 85–94.
  • Gilmer, T. C. (2007). An understanding of the improved grades, retention and graduation rates of STEM majors at the Academic Investment in Math and Science (AIMS) program of Bowling Green State University (BGSU). Journal of STEM Education, 8(1), 11–21.
  • Lent, R. W., Sheu, H., Miller, M. J., Penn, L. T., & Truong, N. N. (2018). Predictors of science, technology, engineering, and mathematics choice options: A meta-analytic path analysis of the social-cognitive choice model by gender and race/ethnicity. Journal of Counseling Psychology, 65(1), 17–35.
  • May, G. S. & Chubin, D. E. (2003). A retrospective on undergraduate engineering success for underrepresented minority students. Journal of Engineering Education, 92(1), 27–39.
  • National Science Board (NSB) & National Science Foundation (NSF). (2019). Higher education in science and engineering. Science and Engineering Indicators 2020. NSB-2019-7. NSB & NSF. https://ncses.nsf.gov/pubs/nsb20197
  • Saldaña, J. (2016). The coding manual for qualitative researchers. SAGE.
  • Strayhorn, T. L. (2011). Bridging the pipeline: Increasing underrepresented students’ preparation for college through a summer bridge program. American Behavioral Scientist, 55(2), 142–159.
  • Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research, 45(1), 89–125.
  • Tomasko, D. L., Ridgway, J. S., Waller, R. J., & Olesik, S. V (2013). Association of summer bridge program outcomes with STEM retention of targeted demographic groups. Journal of College Science Teaching, 45(4), 90–99.
  • Tsui, L. (2007). Effective strategies to increase diversity in STEM fields: A review of the research literature. The Journal of Negro Education, 76, 555581.
  • Wang, X. (2013). Why students choose STEM majors: Motivation, high school learning, and postsecondary context of support. American Educational Research Journal, 50(5), 1081–1121.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.