Journal of Women and Minorities in Science and Engineering · 2005 · 26 citations · 0 references
EducationBiomedical SciencesHigher EducationBiology EducationStem EducationStudent EngagementGraduation AnalysisStudent Demographics AnalysisStudent Enrollment AnalysisStudent RecruitmentFaculty MentoringMinority Participation In ScienceMinority Student GraduationRetention RatesScience PipelineStudent Academic Performance TrackingUnderrepresented Student PathwaysUnderrepresented Student Retention
This article describes a science pipeline program designed to increase the number of minority students preparing for future biomedical research careers. This study focused on the importance of undergraduate students' participation in faculty-mentored research projects and on students' decisions to enter graduate school. The academic performance of participating minority students was compared with that of ethnic-specific nonparticipating students and majority nonparticipating students. More than 1,200 San Diego State University minority students were tracked through college. Of 132 who have graduated from two support programs, 53% entered graduate programs, and 39% have already completed advanced degrees. The major factors in a student's decision to enter graduate school in the biomedical sciences were faculty mentoring and his or her participation in faculty research projects. College participants in a California State University system wide mathematics enrichment program showed retention rates of 57% for minorities, 35% for minority nonparticipants, and 46% for majority nonparticipants.