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Graduating Underrepresented African American, Latino, and American Indian Students in Science

卷 13, 册 1, 2007, pp. 1-22
DOI: 10.1615/JWomenMinorScienEng.v13.i1.10
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摘要

African American, Latino, and American Indian students are less likely to graduate in science than comparable White and Asian students (Gándara & Maxwell-Jolly, 1999; Huang, Taddese, & Walter, 2000). After controlling for preparation and need (p < .05), logistic regression modeling of data from the University of Colorado, Boulder, confirmed this. However, students in the University of Colorado Minority Arts and Sciences Program (MASP) were more likely to graduate in science than White and Asian students (p < .05). MASP students valued the program's financial support, academic community, and relationships with professors, but not, notably, academic enrichment workshops. This finding provides insight into factors that increase retention of well prepared African American, Latino, and American Indian students and calls for further research and theory.

对本文的引用
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  2. Ceglie Robert, Religion as a Support Factor for Women of Color Pursuing Science Degrees: Implications for Science Teacher Educators, Journal of Science Teacher Education, 24, 1, 2013. Crossref

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  5. Madsen Camacho Michelle, Lord Susan M., Quebrando Fronteras: Trends Among Latino and Latina Undergraduate Engineers, Journal of Hispanic Higher Education, 10, 2, 2011. Crossref

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