Recruitment and Retention of Underrepresented Students in STEM

1. Recruitment and Retention of Underrepresented Students in STEM Javier A. Kypuros, Ph.D. College of Engineering and Computer Science The University of Texas-Pan American

2. Factors that Impact the Recruitment and Retention of Minorities (Crisp et al. 2009) • Demographic variables: • Gender is one of the most powerful/robust predictors • Language • Socioeconomic • Pre-college factors: • Academic experiences in math and science prior to high school • College preparatory courses; participation in and access to STEM college-prep courses • Environmental factors: • Financial aid • Incurred debt • College variables: • Math and Science placement into remedial or developmental courses lengthens time-to-graduation • Lack of engagement in development or remedial courses • Presence or lack thereof of role models amongst faculty

3. Why do minority student drop out of STEM? • Insufficient financial resources (Tinto 1997, Mortenson 1997) • Feelings of isolation (Brown 1994, Thomas et al. 1991, McBay 1992) • Academic under-preparedness (Betz 1997) • A need to see the relevance of studies to the real world (Collea1990)

4. Strategies for Recruiting/Preparing Minorities to STEM • Partnerships with K-12 (e.g. TexPREP, HESTEC) • Science and engineering camps • Coordination with college counselors • Coordination with pre-college programs • For Hispanics, STEM focused Dual Language Enrichment Programs • Supporting/promoting rigorous college prep curriculum in Science and Mathematics • Financial aid literacy

5. Strategies for Retaining Minorities in STEM • Accelerating Math and Science preparation through bridge programs (Math is especially critical in Engineering) • More effective Math and Science placement • The usual subjects (i.e. bridge programs, mentoring, research experiences, career counseling and awareness, tutoring, etc.) but culturally relevant and aware • Language may be an untapped opportunity amongst Hispanic students

6. Discussion Questions • How do race, ethnicity, and gender influence or modify interventions and success strategies? • Are there unique untapped opportunities that might have transformative influence on the success of certain populations? • Are the strategies you currently employ culturally relevant? If not, how might you modify them?

7. Short Literature Review • Crisp, G., Nora, A., and Taggart, A. (2009). Student Characteristics, Pre-College, College, and Environmental Factors as Predictors of Majoring in and Earning a STEM Degree: An Analysis of Students Attending a Hispanic Serving Institution. American Educational Research Journal, 46(4), pp. 924-942. • Tinto, V. (1997). Classrooms as Communities: Exploring the Educational Character of Persistence. Journal of Higher Education, 68(6): pp. 599-623. • Mortenson, T. (1997). The benefits of a college education. Postsecond. Edu. Opport., pp. 55-66. • Brown, S.V., (1994). Under-represented minority women in science and engineering education. Princeton, NJ: Educational Testing Service. • Thomas, Clewell, and Pearson. (1991). Case Study of Major Doctoral Producing Institutions in Recruiting, Enrolling and Retaining Black and Hispanic Graduate Students. American Educational Research Association Meeting. Chicago, IL. • McBay, S.M. (1992). The Condition of African American Education: Changes and Challenges. The State of Black America, B.Tidwell, ed. 141-156. NY: Nat’l Urban League. • Betz, N. E. (1997). What stops women and minorities from choosing and completing majors in science and engineering. In D. Johnson (ed.) Minorities and girls in school: Effects on achievement and performance. Series on Leaders in Psychology. • Collea, F. P. (1990). Increasing minorities in science and engineering. Journal of College Science Teaching, 20(1):31-34. • Lisa, T. (2007). Effective Strategies to Increase Diversity in STEM Fields: A Review of the Research Literature. The Journal of Negro Education, 76(4), pp. 555-581.