1. Improving Retention Rates of
Underrepresented Minority Students in STEM
Chioma Isabella Ekedede
Rutgers University
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Introduction
Guiding Questions
Methods & Evidences
Results & Discussion Conclusion
References
The retention rate of underrepresented minorities in
STEM disciplines is significantly lower than that of
overrepresented groups such as white males and Asian
Americans at the undergraduate level.1 Blacks, Hispanics,
and women are especially underrepresented in relation to
their proportion in the total U.S population.4
• Underrepresented Minorities (URM)
i. African Americans, Latinos, Native
Americans, Southeast Asian Americans, and
women from the named groups.1
ii. Asian men and women are not included in
this group, because they are overrepresented
in STEM at the undergraduate level.1
1. Determining factors that contribute to retention of
minority students in STEM
• Qualitative: Researchers conducted interviews
with six URMs. Students were asked what
contributed to their success or failure in their
majors. Interview answers are reviewed and
coded to look for similarities between responses.1
2. Actions universities are taking in order to ensure
retention of minority students in STEM, and their
effectiveness
• Qualitative: Universities obtain data from surveys
given to students and faculty that participate in
the program created by the University to ensure
retention. Surveys questions focused on how
students and faculty mentors felt after the
program, and the effectiveness of the program
itself in keeping students motivated.2
• Quantitative: Paced course are implemented, and
exam scores are collected from both the paced
and regular versions of the course, and then
compared.3
1. What factors contribute to the retention of minority
students enrolled in STEM majors?
2. What are universities doing to ensure minority
retention in STEM disciplines?
3. What are strategies seem to be the most effective in
improving the retention rates of underrepresented
minorities in STEM?
• The three main factors that contribute to retention of
URMs in STEM disciplines are (1) peer and faculty
mentoring and support, (2) “paced” courses to
combat the lack of high school preparation, and the
(3) involvement in STEM related activities, such as
clubs and undergraduate research.4
• Many universities have implemented mentoring
programs, “paced” courses, math and science learning
centers, as well as research projects specifically for
URMs to increase retention rates.
• “Paced” courses and mentoring programs seemed to
get best results in promoting retention.
Figure 1. Completion of STEM degree at Rutgers by students that
have completed one year of physics within six years before
and after Extended Analytical Physics was introduced.3
Table 1: Factors that effect retention of URMs in STEM programs
1. Palmer, R. T., Maramba, D. C., & Dancy II, 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.
2. Kendricks, K. D., Nedunuri, K., & Arment, A. R. (2013). Minority Students Perceptions of the
Impact of Mentoring to Enhance Academic Performance in STEM Disciplines. Journal of STEM
Education, 14(2), 38-46.
3. Brahmia, S. W. (2008). Improving Learning for Underrepresented Groups in Physics for
Engineering Majors. 1064, pp. 7-10. Edmonton: Physics Education Research Conference Invited
Paper series.
4. Carpi, A., Ronan, D. M., Falconer, H. M., Boyd, H. H., & Lents, N. H. (2013). Development and
Implementation of Targeted STEM Retention Strategies at a Hispanic-Serving Institutions. Journal
of Hispanic Higher Education, 280-299.
5. Byars-Winston, A., Estrada, Y., & Howard, C. (2008). Increasing STEM Retention for
Underrepresented Students: Facots That Matter. University of Wisconsin- Madison. Madison:
Center on Education and Work.
6. Ong, M., Wright, C., Espinosa, L. L., & Orfield, G. (2011). Inside the Double Bind: A Synthesis of
Empirical Research on Undergraduate and Graduate Women of Color in Science, Technology,
Engineering, and Mathematics. Harvard Educational Review, 81(2), 172-201.
0
10
20
30
40
50
60
70
80
Before
('85&'86)
After
('92&'93)
Current
('07&'08)
Completion of STEM degree at Rutgers
University within six years
All
Women
Underrep.
Minorities
Through interviews with underrepresented minority
students who were enrolled in STEM related courses,
researchers were able to determine that the factors that
influenced retention fell into the categories of Cognitive,
Contextual, and Cultural variables.5
Rutgers University implemented a “paced” first year general
physics course (Extended Analytical Physics) that is non-calculus
based in order to address the issue of poor high school
preparation and a “chilly” classroom climate. These students
were compared to calculus based version, Analytical Physics, and
there were no significant statistical differences between the two
groups, even though the SAT math scores have not changed.3
Factors Definition
Cognitive
• Confidence in ability to
successfully complete
academic milestones
• Coping with academic
challenges
• Payoff of a STEM degree
• Enjoyment of science/math
activities and courses
Contextual
(Campus Climate)
• In and out of classroom
experiences
Cultural
• Ethnic group comfort and
pride
• Comfort with others outside
of own ethnic group
Table 2. Summary of specific factors that effect
attrition and retention in URMs .1,4
Application to LA Program
Remaining Questions
• Learning Assistants need to maintain a safe learning
environment to ensure that all students feel
comfortable to voice their questions, comments, and
concerns.
• Learning Assistants need to create activities that
require students to work cooperatively in groups, so all
students feel confident and useful.
• Learning Assistants should act like mentors to students
by sharing valuable resources, advice, and information
to their students.
Survey Question
Mean (Scale 1-Very
Dissatisfied to 5-Very
Satisfied
My faculty member provided
guidance about my educational
program.
4.63
Surveys given to students and their faculty mentors at Central
State University resulted in positive responses from both
groups about the Benjamin Banneker Scholars Mentoring
Program at the end of the academic year. 2
• Increased GPAs for the students2
• Rise in confidence in their academic abilities2
Table 3: Example of Survey question given to participating URM
students in the Benjamin Banneker Scholars Program at CSU.2
Academic
Integration
Social
Integration
Peer Group
Interactions
Peer Mentoring
MSRC
Research Course
Credit
Research
Symposium
Extracurricu
lar activities
PRISM
Research
Symposium
Academic
Performance
Peer Mentoring
Paced Courses
MSRC
Faculty
Development
Seminars
Faculty/Staff
Interactions
Science Awards
PRISM
Research
Symposium
Research Course
Credit
John Jay College of Criminal Justice, a Hispanic-Serving
Institution, implemented many reforms in order to increase
retention rates of the URMs majoring in forensic science. These
initiatives
• Math and Science Resource Center (MSRC)
• Program for Research Initiatives for Science Majors (PRISM)
• Research symposium for undergraduates to present their
research in front of professionals and faculty.
Figure 2: Summary of Retention Activities at John Jay College of Criminal
Justice according to Tinto Model.4
1. How can Universities get URMs interested in STEM
courses prior to secondary education?
2. Aside from government funding, what other ways can
these programs receive funding?
3. Besides interviews, are there other quantitative
methods to figure out what factors influence retention
and attrition rates of URMs?