Improving Retention and Graduation of Female Engineering and Polytechnic Students With First-Year Interventions

References

• Bazelais, P., Lemay, D. J., & Doleck, T. (2016). How does grit impact college students' academic achievement in science? European Journal of Science and Mathematics Education, 4(1), 33–43. https://doi.org/10.30935/scimath/9451
   Google Scholar
• Cantrell, D. R. (2006). Allocating for graduation'A correlation analysis of institutional education and general expenditures and six-year graduation rates at all public, four-year or above degree-granting colleges and universities [Doctoral dissertation, Marshall University]. Marshall Digital Scholar. https://mds.marshall.edu/etd/27
   Google Scholar
• Crisp, G., Doran, E., & Salis Reyes, N. A. (2018). Predicting graduation rates at 4-year broad access institutions using a Bayesian modeling approach. Research in Higher Education, 59(2), 133–155. https://doi.org/10.1007/s11162-017-9459-x
   Web of Science ®Google Scholar
• Cutright, T. J., & Evans, E. (2016). Year-long peer mentoring activity to enhance the retention of freshmen STEM students in a NSF scholarship program. Mentoring & Tutoring: Partnership in Learning, 24(3), 201–212. https://doi.org/10.1080/13611267.2016.1222811
   Web of Science ®Google Scholar
• DeAngelo, L., Franke, R., Hurtado, S., Pryor, J. H., & Tran, S. (2011). Completing college: Assessing graduation rates at four-year institutions. Higher Education Research Institute, University of California, Los Angeles. http://heri.ucla.edu/DARCU/CompletingCollege2011.pdf
   Google Scholar
• DeMarinis, M., Beaulieu, J., Cull, I., & Abd-El-Aziz, A. (2017). A mixed-methods approach to understanding the impact of a first-year peer mentor program. Journal of the First-Year Experience & Students in Transition, 29(2), 93–108. https://eric.ed.gov/?id=EJ1161342
   Google Scholar
• Dennehy, T. C., & Dasgupta, N. (2017). Female peer mentors early in college increase women's positive academic experiences and retention in engineering. Proceedings of the National Academy of Sciences of the United States of America, 114(23), 5964–5969. https://doi.org/10.1073/pnas.1613117114
   PubMed Web of Science ®Google Scholar
• Graham, M. J., Frederick, J., Byars-Winston, A., Hunter, A.-B., & Handelsman, J. (2013). Increasing persistence of college students in STEM. Science, 341(6153), 1455–1456. https://doi.org/10.1126/science.1240487
   PubMed Web of Science ®Google Scholar
• Gregerman, S. R., Lerner, J. S., Hippel, W., von Jonides, J., & Nagda, B. A. (1998). Undergraduate student-faculty research partnerships affect student retention. The Review of Higher Education, 22(1), 55–72. https://doi.org/10.1353/rhe.1998.0016
   Web of Science ®Google Scholar
• Johnson, S. R., & Stage, F. K. (2018). Academic engagement and student success: Do high-impact practices mean higher graduation rates? The Journal of Higher Education, 89(5), 753–781. https://doi.org/10.1080/00221546.2018.1441107
   Google Scholar
• Lucietto, A. M. (2014). The role of academic ability in choice of major and persistence in STEM fields (Publication No. 3669468) [Doctoral dissertation, Purdue University]. ProQuest Dissertations and Theses Global. https://search.proquest.com/pqdtglobal/docview/1648677809/abstract/465F413555824393PQ/1
   Google Scholar
• Muraskin, L., & Lee, J. (2004). Raising the graduation rates of low-income college students. Pell Institute for the Study of Opportunity in Higher Education. https://eric.ed.gov/?id=ED490856
   Google Scholar
• Palmer, R. T., Maramba, D. C., & Dancy, T. E. (2011). A qualitative investigation of factors promoting the retention and persistence of students of color in STEM. The Journal of Negro Education, 80(4), 491–504. https://www.jstor.org/stable/41341155
   Google Scholar
• Russomanno, D. J., Best, R., Ivey, S., Haddock, J. R., Franceschetti, D., & Hairston, R. J. (2010). Mem-phiSTEP: A STEM talent expansion program at the University of Memphis. Journal of STEM Education: Innovations and Research, 11(1-2), 69–81. https://www.jstem.org/jstem/index.php/JSTEM/article/view/1519
   Google Scholar
• Schneider, K. R., Bickel, A., & Mor-rison-Shetlar, A. (2015). Planning and implementing a comprehensive student-centered research program for first-year STEM undergraduates. Journal of College Science Teaching, 44(3), 37–43. http://doi.org/10.2505/4/jcst15_044_03_37
   Google Scholar
• Scott, M., Bailey, T., & Kienzl, G. (2006). Relative success? Determinants of college graduation rates in public and private colleges in the U.S. Research in Higher Education, 47(3), 249–279. https://doi.org/10.1007/s11162-005-9388-y
   Google Scholar
• Sutton-Haywood, M., Dawkins, P., & Richard, H. (n.d.). Faculty mentoring through engagement: The JCSU story. Faculty Resource Network. https://web.archive.org/web/20220521163153/https://facul-tyresourcenetwork.org/publications/advancing-women-and-the-under-represented-in-the-academy/faculty-mentoring-through-engagement-the-jcsu-story
   Google Scholar
• Talbert, P. Y. (2012). Strategies to increase enrollment, retention, and graduation rates. Journal of Developmental Education, 36(1), 22–24, 26–29, 31, 33, 36. https://eric.ed.gov/?id=EJ1035683
   Google Scholar
• Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd ed.). University of Chicago Press. https://doi.org/10.7208/chicago/9780226922461.001.0001
   Google Scholar
• Verdín, D., Godwin, A., Kirn, A., Benson, L., & Potvin, G. (2018, April 29). Understanding how engineering identity and belongingness predict grit for first-generation college students [Paper presentation]. Collaborative Network for Engineering and Computing Diversity Conference, Crystal City, VA, United States. https://docs.lib.purdue.edu/enegs/75
   Google Scholar
• Warren, J. M., & Hale, R. W. (2020). Predicting grit and resilience: Exploring college students' academic rational beliefs. Journal of College Counseling, 23(2), 154–167. https://doi.org/10.1002/jocc.12156
   Web of Science ®Google Scholar
• Watson, J. (2020). Grit and female graduates' experiences in engineering and computer science programs [Doctoral dissertation, Walden University]. Walden Dissertations and Doctoral Studies. https://scholarworks.waldenu.edu/dissertations/8815
   Google Scholar
• Whalen, D. F., & Shelley II, M. C. (2010). Academic success for STEM and non-STEM majors. Journal of STEM Education: Innovations and Research, 11(1-2), 45–60. https://www.jstem.org/jstem/index.php/JSTEM/article/view/1470
   Google Scholar
• Wilson, Z. S., Holmes, L., deGravelles, K., Sylvain, M. R., Batiste, L., Johnson, M., McGuire, S. Y., Pang, S. S., & Warner, I. M. (2012). Hierarchical mentoring: A transformative strategy for improving diversity and retention in undergraduate STEM disciplines. Journal of Science Education and Technology, 21(1), 148–156. https://doi.org/10.1007/s10956-011-9292–5
   Web of Science ®Google Scholar
• Windsor, A., Bargagliotti, A., Best, R., Franceschetti, D., Haddock, J., Ivey, S., & Russomanno, D. (2015). Increasing retention in STEM: Results from a STEM talent expansion program at the University of Memphis. Journal of STEM Education, 16(2). https://www.learntechlib.org/p/151701
   Google Scholar
• Xu, Y. J. (2016). Attention to retention: Exploring and addressing the needs of college students in STEM majors. Journal of Education and Training Studies, 4(2), 67–76. https://doi.org/10.11114/jets.v4i2.1147
   Google Scholar