Between Dec 19, 2024 and Jan 2, 2025, datasets can be submitted to DRUM but will not be processed until after the break. Staff will not be available to answer email during this period, and will not be able to provide DOIs until after Jan 2. If you are in need of a DOI during this period, consider Dryad or OpenICPSR. Submission responses to the UDC may also be delayed during this time.
 

A Mixed-Methods Theory-Based Evaluation of a Program Supporting Underrepresented Minority STEM Students

2022-12
Loading...
Thumbnail Image

Persistent link to this item

Statistics
View Statistics

Journal Title

Journal ISSN

Volume Title

Title

A Mixed-Methods Theory-Based Evaluation of a Program Supporting Underrepresented Minority STEM Students

Published Date

2022-12

Publisher

Type

Thesis or Dissertation

Abstract

There is a need to address disparities in the underrepresented minority (URM) STEM students’ degree attainment and retention, vs. non-URM students. A literature review suggests that URM STEM students face barriers related to demographic, academic, and social-cognitive factors. The Louis Stokes North Star STEM Alliance (LS-NSSA) seeks to address these factors and promote URM student success in STEM disciplines. However, there is a gap in knowledge regarding LS-NSSA’s mechanism and outcomes. The current study investigates factors influencing URM STEM students’ retention and graduation, investigates LS-NSSA program effectiveness, and investigates the path by which outcomes are achieved. A theory-based evaluation approach is utilized in an explanatory sequential mixed-methods design guided by LS-NSSA’s theory of change. The results of three sub-studies suggest the importance of first-semester experience and academic outcomes for URM STEM students’ graduation and retention. Participation in LS-NSSA is associated with a higher level of academic preparation to pursue a bachelor’s degree, compared to URM students not affiliated with the program. URM STEM students participating in LS-NSSA’s research mentorship programs have higher levels of confidence, interest, science identity, sense of belonging, and commitment to STEM. The current study offers evidence supporting LS-NSSA’s theory of change regarding student academic and social-cognitive trajectories. The current study suggests directions for future evaluative studies of LS-NSSA.

Description

University of Minnesota Ph.D. dissertation. December 2022. Major: Organizational Leadership, Policy, and Development. Advisor: Stuart Yeh. 1 computer file (PDF); viii, 185 pages.

Related to

Replaces

License

Collections

Series/Report Number

Funding information

Isbn identifier

Doi identifier

Previously Published Citation

Other identifiers

Suggested citation

Zhang, Yue. (2022). A Mixed-Methods Theory-Based Evaluation of a Program Supporting Underrepresented Minority STEM Students. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/253428.

Content distributed via the University Digital Conservancy may be subject to additional license and use restrictions applied by the depositor. By using these files, users agree to the Terms of Use. Materials in the UDC may contain content that is disturbing and/or harmful. For more information, please see our statement on harmful content in digital repositories.