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Cited by 143Career Development and DiversityHigher Education Research StudiesCritical Race Theory in Education

Meyerhoff Scholars Program: A Strengths‐Based, Institution‐Wide Approach to Increasing Diversity in Science, Technology, Engineering, and Mathematics

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Maton, Kenneth I., Pollard, Shauna A., McDougall Weise, Tatiana V., Hrabowski, Freeman A.·2012·Mount Sinai Journal of Medicine: A Journal of Translational and Personalized Medicine
DOI 10.1002/msj.21341PMC PMC3444508
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Abstract

The Meyerhoff Scholars Program at the University of Maryland, Baltimore County is widely viewed as a national model of a program that enhances the number of underrepresented minority students who pursue science, technology, engineering, and mathematics PhDs. The current article provides an overview of the program and the institution‐wide change process that led to its development, as well as a summary of key outcome and process evaluation research findings. African American Meyerhoff students are 5× more likely than comparison students to pursue a science, technology, engineering, and mathematics PhD. Program components viewed by the students as most beneficial include financial scholarship, being a part of the Meyerhoff Program community, the Summer Bridge program, study groups, and summer research. Qualitative findings from interviews and focus groups demonstrate the importance of the Meyerhoff Program in creating a sense of belonging and a shared identity, encouraging professional development, and emphasizing the importance of academic skills. Among Meyerhoff students, several precollege and college factors have emerged as predictors of successful entrance into a PhD program in the science, technology, engineering, and mathematics fields, including precollege research excitement, precollege intrinsic math/science motivation, number of summer research experiences during college, and college grade point average. Limitations of the research to date are noted, and directions for future research are proposed. Mt Sinai J Med 79:610–623, 2012 © 2012 Mount Sinai School of Medicine

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  • Longitudinal mentorship has been recommended as a critical element needed to address the national crisis of lack of black men in medicine.

    “and has been recommended a critical element needed to address the national crisis of lack of black men in medicine.9,26,27”

    From Impact of the Bronx Community Health Leaders Program for Socioeconomically Disadvantaged Prehealth Students (2021) · cites this paper as [26]

    The Theory of Problem section says faculty mentoring can reduce academic isolation and improve outcomes for African American STEM majors. The program description also includes external mentors and regular advising. The paper does not specifically recommend longitudinal mentorship as a critical response to the shortage of Black men in medicine; its focus is undergraduate STEM participation and research careers. The indexed passages provide no page numbers. (LLM, conf=0.86)

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  • Longitudinal mentorship is known to be important for the persistence and success of URM students in the prehealth path.

    “This longitudinal mentorship component is known to be important for the persistence and success of URM students in the prehealth path”

    From Impact of the Bronx Community Health Leaders Program for Socioeconomically Disadvantaged Prehealth Students (2021) · cites this paper as [26]

    The Theory of Problem section says faculty mentoring can reduce academic isolation and contribute to positive outcomes for African American STEM students. The Foundational Program Elements section also describes persistent staff support and advising. These passages support the importance of sustained support, but do not establish that longitudinal mentorship specifically improves persistence and success on a prehealth path; page numbers were not supplied. (LLM, conf=0.85)

    Experimental — accuracy not yet measured

  • African-American MSP students are five times more likely to pursue a STEM PhD compared with the declined sample.

    “Specifically, African-American MSP students are five times more likely to pursue a STEM PhD compared with the declined sample (Maton et al., 2009, 2012).”

    From Outcomes and Processes in the Meyerhoff Scholars Program: STEM PhD Completion, Sense of Community, Perceived Program Benefit, Science Identity, and Research Self-Efficacy (2016) · cites this paper as Maton et al., 2012

  • The Meyerhoff Scholars Program is a comprehensive STEM program that far surpasses an intervention with a STEM bridge program as its primary element.

    “The Meyerhoff program is a comprehensive STEM program that far surpasses an intervention with a STEM bridge program as its primary element (providing intensive, ongoing support for participants throughout all 4 years of university).”

    From A Meta-analysis of University STEM Summer Bridge Program Effectiveness (2021) · cites this paper as Maton et al., 2012

  • The Meyerhoff program is extremely successful, and including it in the meta-analysis would only strengthen the findings regarding STEM bridge program effectiveness.

    “Notably, the Meyerhoff program (see Maton et al., 2012) is extremely successful, and including it in our meta-analysis would only strengthen the findings regarding STEM bridge program effectiveness.”

    From A Meta-analysis of University STEM Summer Bridge Program Effectiveness (2021) · cites this paper as Maton et al., 2012

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Research works printed but not linked: 3

  1. Bridglall BL Hrabowski FA III Maton KI Bridglall BL Layden S Preparing students for research careers: The Meyerhoff Scholars Program at the University of Maryland, Baltimore County Promoting teaching and learning: Studies of three undergraduate student academic development programs Lexington Books (in press).
  2. Gandara P Maxwell-Jolly J Priming the pump: A review of programs that aim to increase the achievement of underrepresented minority undergraduates A Report to the Task Force on Minority High Achievement of the College Board 1999 NY College Board
  3. National Academy of Sciences Assessment of NIH Minority Research and Training Programs: Phase 3 2005 Washington, DC National Academies Press 20669454

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Authors
Maton, K. I., Pollard, S. A., McDougall Weise, T. V., & Hrabowski, F. A.
Affiliations
University of Maryland, Baltimore (US)
Venue
Mount Sinai Journal of Medicine: A Journal of Translational and Personalized Medicine
Publisher
Wiley
Published
2012-09
Volume
79
Issue
5
Pages
610-623
ISSN
  • 0027-2507 (ISSN-L)
  • 1931-7581
DOI
10.1002/msj.21341
PMC
PMC3444508
OpenAlex
W2044343289
Cited by
143
References
23
Citations by year
2026: 12 · 2025: 5 · 2024: 15 · 2023: 16 · 2022: 14 · 2021: 14 · 2020: 9 · 2019: 7 · 2018: 6 · 2017: 14 · 2016: 12 · 2015: 8 · 2014: 9 · 2013: 1 · 2012: 1
FWCI
15.71
Type
journal article
Language
en
Open access
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor, 12 d)
Locations
  • Mount Sinai Journal of Medicine A Journal of Translational and Personalized Medicine (publishedVersion)
  • PubMed (publishedVersion)
  • Europe PMC (PubMed Central) (acceptedVersion)
  • PubMed Central (acceptedVersion)
Funders
National Institute of General Medical Sciences (R01GM075278, R25GM055036)
Topics
  • Social Sciences › Safety Research › Career Development and Diversity
  • Social Sciences › Education › Higher Education Research Studies
  • Social Sciences › Sociology and Political Science › Critical Race Theory in Education
Keywords
underrepresented minority students, African American students, institutional change, strengths-based approach, sense of belonging, professional development, summer research experience
MeSH terms
Workforce, Black or African American, Education, Graduate, Education, Medical, Engineering, Fellowships and Scholarships, Female, Humans, Male, Maryland, Mathematics, Minority Groups, School Admission Criteria, Technology, Program Evaluation, Models, Educational, Cultural Diversity, Biomedical Research

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