The DOI matches its Crossref record; 23 of the 23 references it cites were found in a registry or an index.
Meyerhoff Scholars Program: A Strengths‐Based, Institution‐Wide Approach to Increasing Diversity in Science, Technology, Engineering, and Mathematics
Open accessAbstract
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
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“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]
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“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]
Experimental — accuracy not yet measuredThe cited source says what the claim attributes to it.
In the citing paper
“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 cited source says what the claim attributes to it.
In the citing paper
“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 cited source says what the claim attributes to it.
In the citing paper
“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
The cited source says what the claim attributes to it.
In the citing paper
“Our results align with previous research on the effectiveness of programs such as the Meyerhoff Scholars Program which focused on an integrated cohort approach for STEM to enhance student success (Maton et al., 2012(Maton et al., , 2016)).”
From The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students (2024) · cites this paper as Maton et al., 2012
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Talking about Leaving: Why Undergraduates Leave the Sciences
Correll, S. J., Seymour, E., & Hewitt, N. M. (1997) · Contemporary Sociology A Journal of Reviews · doi:10.2307/2655673 · Cited by 3,088
Race, Ethnicity, and NIH Research Awards
Ginther, D. K., Schaffer, W. T., Schnell, J. D., Masimore, B., Liu, F., Laurel, H., & Kington, R. S. (2011) · Science · doi:10.1126/science.1196783 · Cited by 1,084
Matón, K. I. (2008) · American Journal of Community Psychology · doi:10.1007/s10464-007-9148-6 · Cited by 593
Retaining minority students in higher education : a framework for success
Swail, W. S., Redd, K. E., & Perna, L. W. (2003) · Cited by 449
A Retrospective on Undergraduate Engineering Success for Underrepresented Minority Students
May, G. S., & Chubin, D. E. (2003) · Journal of Engineering Education · doi:10.1002/j.2168-9830.2003.tb00735.x · Cited by 373
Beating the Odds: Raising Academically Successful African American Males
Johnson, Z. N., Hrabowski, F. A., Matón, K. I., & Greif, G. L. (1999) · The Journal of Negro Education · doi:10.2307/2668214 · Cited by 224
Self-citationMaton, K. I., & Hrabowski, F. A. (2004) · American Psychologist · doi:10.1037/0003-066x.59.6.547 · Cited by 202
Self-citationThe STEM Pipeline: The Role of Summer Research Experience in Minority Students' Graduate Aspirations
Pender, M., Marcotte, D. E., Sto. Domingo, M. R., & Maton, K. I. (2010) · Education Policy Analysis Archives · doi:10.14507/epaa.v18n30.2010 · Cited by 145
Toward Positive Youth Development: Transforming Schools and Community Programs
Shinn, M., & Yoshikawa, H. (2008) · Cited by 132
Carter, F. D., Mandell, M., & Maton, K. I. (2009) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373709348584 · Cited by 130
Research works printed but not linked: 6
- National Academy of Sciences.Assessment of NIH Minority Researchand Training Programs: Phase 3. Washington DC: National Academies Press; 2005.
- National Science Foundation,, 2011, Survey of Earned Doctorates: U.S. citizen and permanent resident doctorate recipients, by race/ethnicity and broad field of study: selected years, 1990–2010 (Table 22)
- Bridglall BL, Promoting Teaching and Learning: Studies of Three Undergraduate Student Academic Development Programs.
- Stolle‐McAllister K., 2011, The case for Summer Bridge: talented minority STEM students and the Meyerhoff Scholarship Program., Sci Educ, 20, 12
- Fennema E, 1976, Fennema‐Sherman mathematics attitudes scales., JSAS Catalog Select Docu Psychol, 6, 31.
- Williams DA, 2005, Toward a Model of Inclusive Excellence and Change in Post−Secondary Institutions.
Cited by
Sorted by citations
Ong, M., Smith, J. M., & Ko, L. T. (2018) · Journal of Research in Science Teaching · doi:10.1002/tea.21417 · Cited by 613
Devalued Black and Latino Racial Identities
McGee, E. O. (2016) · American Educational Research Journal · doi:10.3102/0002831216676572 · Cited by 440
Ballen, C. J., Wieman, C., Salehi, S., Searle, J. B., & Zamudio, K. R. (2017) · CBE—Life Sciences Education · doi:10.1187/cbe.16-12-0344 · Cited by 426
Rescuing the physician-scientist workforce: the time for action is now
Milewicz, D. M., Lorenz, R. G., Dermody, T. S., & Brass, L. F. (2015) · Journal of Clinical Investigation · doi:10.1172/jci84170 · Cited by 235
Maton, K. I., Beason, T. S., Godsay, S., Sto. Domingo, M. R., Bailey, T. C., Sun, S., & Hrabowski, F. A. (2016) · CBE—Life Sciences Education · doi:10.1187/cbe.16-01-0062 · Cited by 147
Self-citationHansen, M. J., Palakal, M. J., & White, L. (2024) · Journal for STEM Education Research · doi:10.1007/s41979-023-00096-8 · Cited by 138
Ashley, M., Cooper, K. M., Cala, J. M., & Brownell, S. E. (2017) · CBE—Life Sciences Education · doi:10.1187/cbe.17-05-0085 · Cited by 122
Thiem, K. C., & Dasgupta, N. (2022) · Social Issues and Policy Review · doi:10.1111/sipr.12085 · Cited by 142
Examining ways to meaningfully support students in STEM
Martin‐Hansen, L. (2018) · International Journal of STEM Education · doi:10.1186/s40594-018-0150-3 · Cited by 115
Arizmendi, C. J., Bernacki, M. L., Raković, M., Plumley, R. D., Urban, C. J., Panter, A. T., Greene, J. A., & Gates, K. M. (2022) · Behavior Research Methods · doi:10.3758/s13428-022-01939-9 · Cited by 141
Critical Examination of the Role of STEM in Propagating and Maintaining Race and Gender Disparities
Carter, D. F., Dueñas, J. E. R., & Mendoza, R. (2019) · Higher education · doi:10.1007/978-3-030-03457-3_2 · Cited by 83
Replicating Meyerhoff for inclusive excellence in STEM
Domingo, M. R. S., Sharp, S. M., Freeman, A., Freeman, T. C., Harmon, K., Wiggs, M., Sathy, V., Panter, A. T., Oseguera, L., Sun, S., et al. (2019) · Science · doi:10.1126/science.aar5540 · Cited by 73
Self-citationA Meta-analysis of University STEM Summer Bridge Program Effectiveness
Bradford, B. C., Beier, M. E., & Oswald, F. L. (2021) · CBE—Life Sciences Education · doi:10.1187/cbe.20-03-0046 · Cited by 73
Modeling temporal self-regulatory processing in a higher education biology course
Greene, J. A., Plumley, R. D., Urban, C. J., Bernacki, M. L., Gates, K. M., Hogan, K. A., Demetriou, C., & Panter, A. T. (2019) · Learning and Instruction · doi:10.1016/j.learninstruc.2019.04.002 · Cited by 73
Hidden Identities Shape Student Perceptions of Active Learning Environments
Henning, J. A., Ballen, C. J., Molina, S. A., & Cotner, S. H. (2019) · Frontiers in Education · doi:10.3389/feduc.2019.00129 · Cited by 73
Success with EASE: Who benefits from a STEM learning community?
Solanki, S., McPartlan, P., Xu, D., & Sato, B. K. (2019) · PLOS ONE · doi:10.1371/journal.pone.0213827 · Cited by 55
Social Community: A Mechanism to Explain the Success of STEM Minority Mentoring Programs
Mondisa, J., & McComb, S. A. (2015) · Mentoring & Tutoring Partnership in Learning · doi:10.1080/13611267.2015.1049018 · Cited by 55
Inclusive STEAM education in diverse disciplines of sustainable energy and AI
Skowronek, M., Gilberti, R. M., Petro, M., Sancomb, C., Maddern, S. W., & Janković, J. (2021) · Energy and AI · doi:10.1016/j.egyai.2021.100124 · Cited by 57
Scheitle, C. P., Remsburg, T., & Platt, L. F. (2021) · Socius Sociological Research for a Dynamic World · doi:10.1177/23780231211025183 · Cited by 48
Jiang, S., McClure, J., Tatar, C., Bickel, F., Rosé, C. P., & Chao, J. (2024) · British Journal of Educational Technology · doi:10.1111/bjet.13467 · Cited by 48
Woodcock, A., Hernandez, P. R., & Schultz, P. W. (2015) · Social Psychological and Personality Science · doi:10.1177/1948550615608401 · Cited by 38
Wrighting, D. M., Dombach, J. L., Walker, M., Cook, J. M., Duncan, M., Vélez-Ruiz, G. A., Colón‐Carmona, A., & Birren, B. W. (2021) · CBE—Life Sciences Education · doi:10.1187/cbe.20-03-0052 · Cited by 37
McCreath, H. E., Norris, K. C., Calderón, N. E., Purnell, D., Maccalla, N. M. G., & Seeman, T. E. (2017) · BMC Proceedings · doi:10.1186/s12919-017-0087-4 · Cited by 34
From HHMI: Doubling Down on Diversity
Asai, D. J., & Bauerle, C. M. (2016) · CBE—Life Sciences Education · doi:10.1187/cbe.16-01-0018 · Cited by 31
Beginning With the End in Mind: Cultivating Minority Nurse Leaders
Carter, B. M., Powell, D. L., Derouin, A. L., & Cusatis, J. (2014) · Journal of Professional Nursing · doi:10.1016/j.profnurs.2014.07.004 · Cited by 27
Casad, B. J., Chang, A. L., & Pribbenow, C. M. (2016) · CBE—Life Sciences Education · doi:10.1187/cbe.16-01-0048 · Cited by 27
Engineering as a new frontier for translational medicine
Chien, S., Bashir, R., Nerem, R. M., & Pettigrew, R. (2015) · Science Translational Medicine · doi:10.1126/scitranslmed.aaa4325 · Cited by 26
Investigating the origins of STEM intervention programs: an isomorphic analysis
George, C. E., Castro, E. L., & Rincón, B. E. (2018) · Studies in Higher Education · doi:10.1080/03075079.2018.1458224 · Cited by 24
Casey, J. R., Supriya, K., Shaked, S., Caram, J. R., Russell, A. A., & Courey, A. J. (2023) · Journal of Chemical Education · doi:10.1021/acs.jchemed.2c01253 · Cited by 26
The Implicit Curriculum in an Urban University Setting: Pathways to Students’ Empowerment
Peterson, N. A., Farmer, A. Y. R., & Zippay, A. (2014) · Journal of Social Work Education · doi:10.1080/10437797.2014.947163 · Cited by 22
Creating a World for Me: Students of Color Navigating STEM Identity
Jones (2020) · The Journal of Negro Education · doi:10.7709/jnegroeducation.88.3.0358 · Cited by 24
A scholar-practitioner perspective to promoting minority success in STEM
Covington, M., Chavis, T., & Perry, A. (2017) · Journal for Multicultural Education · doi:10.1108/jme-01-2016-0001 · Cited by 21
Wilton, M., Katz, D., Clairmont, A., Gonzalez-Nino, E., Foltz, K. R., & Christoffersen, R. E. (2021) · CBE—Life Sciences Education · doi:10.1187/cbe.21-02-0039 · Cited by 20
Enhancing Diversity in Biomedical Data Science
Canner, J. E., McEligot, A. J., Pérez, M.-E., Qian, L., & Zhang, X. (2017) · Ethnicity & Disease · doi:10.18865/ed.27.2.107 · Cited by 20
Identity Development during STEM Integration for Underrepresented Minority Students
Kuchynka, S. L., Gates, A. E., & Rivera, L. M. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108882071 · Cited by 19
Sellami, N., Toven‐Lindsey, B., Levis‐Fitzgerald, M., Barber, P. H., & Hasson, T. (2021) · CBE—Life Sciences Education · doi:10.1187/cbe.20-09-0224 · Cited by 21
Williams, K. L. (2014) · New Directions for Institutional Research · doi:10.1002/ir.20042 · Cited by 26
Ballen, C. J., & Mason, N. A. (2017) · BioScience · doi:10.1093/biosci/biw187 · Cited by 19
LA-Stem Research Scholars Program: A Model for Broadening Diversity in Stem Education
Crawford, M. B., Wilson-Kennedy, Z. S., Thomas, G. A., Gilman, S. D., & Warner, I. M. (2017) · Technology & Innovation · doi:10.21300/19.3.2018.577 · Cited by 18
Carmichael, M. C., Clair, C. S., Edwards, A., Barrett, P., McFerrin, H. E., Davenport, I. R., Awad, M., Kundu, A. K., & Ireland, S. K. (2016) · CBE—Life Sciences Education · doi:10.1187/cbe.16-01-0078 · Cited by 17
Ten simple rules in biomedical engineering to improve healthcare equity
Lanier, O. L., Green, M. D., Barabino, G. A., & Cosgriff‐Hernandez, E. (2022) · PLoS Computational Biology · doi:10.1371/journal.pcbi.1010525 · Cited by 17
CoLab: A Workshop-Based Undergraduate Research Experience for Entering College Students
Wierzchowski, A., Wink, D. J., Zhang, H., Kambanis, K., Robles, J. O. R., & Rosenhouse‐Dantsker, A. (2022) · Journal of Chemical Education · doi:10.1021/acs.jchemed.1c01290 · Cited by 17
A Program Aimed toward Inclusive Excellence for Underrepresented Undergraduate Women in the Sciences
Katz, L. A., Aloisio, K. M., Horton, N. J., Ly, M., Pruss, S. B., Queeney, K. T., Rowen, C., & DiBartolo, P. M. (2017) · CBE—Life Sciences Education · doi:10.1187/cbe.16-01-0029 · Cited by 15
Nelson, K., Honoré, M., Crist, R., Zell, A., Lindwall, J., & Keller, T. E. (2023) · Journal for STEM Education Research · doi:10.1007/s41979-022-00083-5 · Cited by 15
Appleby, L., Dini, V., Withington, L., LaMotte, E., & Hammer, D. (2021) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.17.023106 · Cited by 13
Munjal, T., Nathan, C. O., Brenner, M. J., Stanković, K. M., Francis, H. W., & Valdez, T. A. (2021) · The Laryngoscope · doi:10.1002/lary.29800 · Cited by 13
Wierzchowski, A., & Wink, D. J. (2023) · Journal of Chemical Education · doi:10.1021/acs.jchemed.3c00174 · Cited by 17
Think 500, not 50! A scalable approach to student success in STEM
LaCourse, W. R., Sutphin, K. L., Ott, L. E., Matón, K. I., McDermott, P., Bieberich, C. J., Farabaugh, P. J., & Rous, P. J. (2017) · BMC Proceedings · doi:10.1186/s12919-017-0094-5 · Cited by 12
Kingsford, L., Mendoza, R., Dillon, J. G., Chun, C., & Vu, K. L. (2022) · PubMed · Cited by 11
Thompson, R. C., Monroe‐White, T., Xavier, J., Howell, C., Moore, M. R., & Haynes, J. K. (2016) · CBE—Life Sciences Education · doi:10.1187/cbe.15-12-0263 · Cited by 11
The Impact of Historically Black Colleges and Universities on Doctoral Students
Joseph, J. (2013) · New Directions for Higher Education · doi:10.1002/he.20066 · Cited by 11
Factors Influencing Science Career Intention: The Power of Counterspace
Lin, J. C. P., Moon, S., Guan, S. A., Kwan, P. P., Flores, G. E., & Chavira, G. (2024) · Innovative Higher Education · doi:10.1007/s10755-024-09752-2 · Cited by 11
STEM learning communities promote friendships but risk academic segmentation
Jeffrey, W., Schaefer, D. R., Xu, D., McPartlan, P., & Solanki, S. M. (2022) · Scientific Reports · doi:10.1038/s41598-022-15575-y · Cited by 10
At a Crossroads: Reimagining science, engineering, and medicine—and its practitioners
Hrabowski, F. A., Tracy, J. K., & Henderson, P. H. (2020) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.2013588117 · Cited by 9
Self-citationStructural Racism in Psychiatric Research Careers: Eradicating Barriers to a More Diverse Workforce
Widge, A. S., Jordan, A., Kraguljac, N. V., Sullivan, C. R. P., Wilson, S., Benton, T. D., Alpert, J. E., Carpenter, L. L., Krystal, J. H., Nemeroff, C. B., et al. (2023) · American Journal of Psychiatry · doi:10.1176/appi.ajp.20220685 · Cited by 9
Williams, K. L. (2014) · Deep Blue (University of Michigan) · Cited by 9
Execution Details and Assessment Results of a Summer Bridge Program for Engineering Freshmen
Nazempour, R., Darabi, H., Nelson, P., Revelo, R., Siow, Y., & Abiade, J. T. (2020) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--32785 · Cited by 8
Cheng, S. J., Mourad, T. M., Goldberg, D. E., Middendorf, G. A., III, Prevost, L. B., & McKay, T. A. (2021) · Bulletin of the Ecological Society of America · doi:10.1002/bes2.1842 · Cited by 8
Huettmann, F. (2015) · Springer eBooks · doi:10.1007/978-1-4939-2208-6_9 · Cited by 7
Gewin, V. L. (2014) · Nature · doi:10.1038/nj7510-499a · Cited by 7
Cultivating PhD Aspirations during College
Jones, D., Gillette, D. D., Cooper, P., Salinas, R. Y., Hill, J., Black, S. J., Lew, D. J., & Canelas, D. A. (2022) · CBE—Life Sciences Education · doi:10.1187/cbe.20-06-0111 · Cited by 7
Exploring inequity factors in higher education: Promoting equitable access and success in the US
Adoui, A. (2023) · SIMULACRA JURNAL SOSIOLOGI · doi:10.21107/sml.v6i1.19256 · Cited by 12
A Learning Assessment to Increase Diversity in Academic Health Sciences
Alegria, M. M., Thurston, I. B., Cheng, M., Herrera, C., Markle, S. L., O’Malley, I. S., Porter, D., Estrada, R., & Giraldo‐Santiago, N. (2024) · JAMA Health Forum · doi:10.1001/jamahealthforum.2023.5412 · Cited by 7
Educational Outcomes from MARC Undergraduate Student Research Training
Hall, A. K. (2017) · ACS symposium series · doi:10.1021/bk-2017-1256.ch001 · Cited by 7
Equity, Diversity, and Inclusion Programs in Health Care Institutions
Fremont, D., Buh, A. W., Hoar-Stephens, C., Biyani, N., Mahbub, S., Singla, R., Zameer, M., Nsen, P. M., Kang, R., Kiska, R., et al. (2026) · JAMA Network Open · doi:10.1001/jamanetworkopen.2025.55896 · Cited by 6
Underrepresented in Medicine Student Perspectives on the Selection of a Summer Research Program
Timothee, P., Douse, D. M., O'Byrne, T. J., O’Neill, J. M., Yin, L. X., Casper, J. J., Stokken, J. K., Bayan, S. L., & Abel, K. M. V. (2023) · The Laryngoscope · doi:10.1002/lary.30843 · Cited by 6
Davis, T. E. (2014) · Scholar Commons (University of South Carolina) · Cited by 6
Comprehensive Research Experience for Undergraduates
Youssef, G., Ainsworth, E., Shapiro, C. A., Sayson, H. W., & Levis‐Fitzgerald, M. (2016) · ASEE Annual Conference & Exposition · doi:10.18260/p.26547 · Cited by 6
Point of View: How Important Is Achieving Equity in Undergraduate STEM Education to You?
Mulnix, A. B., Vandegrift, E. V. H., & Chaudhury, S. R. (2016) · The journal of college science teaching · doi:10.2505/4/jcst16_045_04_8 · Cited by 6
The Scholarship of Mission: A New Concept for Promoting Scholarly Work Advancing Institutional Goals
Elrod, S. L., Whitehead, L. A., & Huber, M. T. (2020) · Change The Magazine of Higher Learning · doi:10.1080/00091383.2020.1693815 · Cited by 6
Li, T., Oseguera, L., & Kirk, C. M. (2023) · Research in Higher Education · doi:10.1007/s11162-023-09764-5 · Cited by 5
McLewis, C. C., Hurtado, S., Perez, E., Ortiz, D., & Noel, N. A. J. (2024) · Science Education · doi:10.1002/sce.21930 · Cited by 6
Loredana, M. (2012) · RePEc: Research Papers in Economics · Cited by 6
Buenaflor, S. H., Berhane, B., Fries‐Britt, S., & Ogwo, A. (2022) · The Urban Review · doi:10.1007/s11256-022-00644-3 · Cited by 5
Richardson, K., Clark, Z. L., Gaines, M. S., Kingi, H., Miller, S., Pearson, W., & Richardson, L. (2018) · CBE—Life Sciences Education · doi:10.1187/cbe.17-07-0117 · Cited by 5
Examining Self-Efficacy, Science Identity, and Sense of Belonging Within a Cohort-Based STEM Program
Boyce, A. S., Avent, C. M., Adetogun, A., Hall, C., Sametz, L., Phillips, P. L., Kane, A., Patton, J., Petersen, K., & Schug, M. D. (2023) · The journal of college science teaching · doi:10.1080/0047231x.2023.12315882 · Cited by 4
Dresser, M., Miller, K., Sonnert, G., & Sadler, P. M. (2025) · PLoS ONE · doi:10.1371/journal.pone.0336418 · Cited by 4
Lehman, K. J., Karpicz, J. R., Nakajima, T. M., Sax, L. J., & Rozhenkova, V. (2022) · Computer Science Education · doi:10.1080/08993408.2022.2160150 · Cited by 4
Figueiredo, D. (2023) · Sustainable development · doi:10.5772/intechopen.111538 · Cited by 6
Sustaining STEM Initiatives: The Challenge of a Worthy Investment
Crawford, M. B., Williams, T. M., Wilson-Kennedy, Z. S., Hooper-Bui, L. M., Stone, M., & Warner, I. M. (2018) · CBE—Life Sciences Education · doi:10.1187/cbe.18-06-0086 · Cited by 4
Robles, J., Qadeer, R., Reyes Adames, T., & Naqvi, Z. (2021) · Health Equity · doi:10.1089/heq.2021.0065 · Cited by 4
Birkes, A. Y., DeMeester, K., Major, M. H., & Simmons, B. W. (2021) · Frontiers in Education · doi:10.3389/feduc.2021.684291 · Cited by 3
Developing an Inclusive Generation of HIV Researchers Through Diversity and Community
Flores, J. J., Huang, S., Sawyer, S., Thomas, M., Venegas, L., Burke, M., Blankenship, K. M., & Wutoh, A. K. (2023) · JAIDS Journal of Acquired Immune Deficiency Syndromes · doi:10.1097/qai.0000000000003252 · Cited by 3
Ceberio, N., Lê, P., Bailey, J., Vernard, S., Coleman, N., Carrasco, Y. P., King, T., Bibbins-Domingo, K. B., Nguyen, T. T., Parangan-Smith, A., et al. (2024) · PLoS ONE · doi:10.1371/journal.pone.0294307 · Cited by 3
Murray, M. D., Spinks, H., Besen‐Cassino, Y., Emery, E., Johnson, B., Perez, E., Wang, Y., Lopatto, D. E., Goodey, N. M., & Tuininga, A. R. (2024) · Journal of Environmental Studies and Sciences · doi:10.1007/s13412-024-00966-6 · Cited by 5
Adams, J. H., Bright, D., Jackson, J. K., & Simmons, O. S. (2021) · Diversity and inclusion research · doi:10.1007/978-3-030-65417-7_11 · Cited by 3
Predicting 9th Graders' Science Self-Efficacy and STEM Career Intent: A Multilevel Approach.
Wagstaff, I. R. (2014) · NCSU Libraries Repository (North Carolina State University Libraries) · Cited by 3
Richardson, L., Clark, Z. L., Miller, S., Phillips, H., Richardson, K., Tarr, A., & Whānau, T. R. Ā. (2017) · Springer eBooks · doi:10.1007/978-3-319-56297-1_3 · Cited by 3
Bailey, T. C. (2015) · Deep Blue (University of Michigan) · Cited by 3
Desafíos en la enseñanza de ingeniería en el siglo XXI
Zea, H. R. (2023) · REVISTA COLOMBIANA DE TECNOLOGIAS DE AVANZADA · doi:10.24054/rcta.v1i41.2416 · Cited by 2
Asojo, O. A., Damania, A. V., Turner, T. L., Slaughter, G. R., & Hirschi, K. D. (2017) · Journal of Racial and Ethnic Health Disparities · doi:10.1007/s40615-016-0330-0 · Cited by 2
RetractedBradford, B. C., Beier, M. E., McSpedon, M., Wolf, M., & Taylor, M. J. (2020) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--35204 · Cited by 2
Coller, H. A., Beggs, S., Andrews, S., Maloy, J. P., Chiu, A. M., Sankararaman, S., Pellegrini, M. A., Freimer, N. B., Johnson, T., Papp, J. C., et al. (2022) · PLoS ONE · doi:10.1371/journal.pone.0268861 · Cited by 2
May, R. A. B., Stanley, C. A., Soto-Arzat, A., & Ackerman, J. R. (2023) · Journal of Women and Minorities in Science and Engineering · doi:10.1615/jwomenminorscieneng.2023045429 · Cited by 2
Mondisa, J., Millunchick, J. M., Davis, C. S. G., & Koch, D. (2016) · IEEE Frontiers in Education Conference (FIE) · doi:10.1109/fie.2016.7757747 · Cited by 2
Brown, J. M., Guy, B. S., Henderson, D. X., Ebert, C., Harp, J. J., & Markert, C. D. (2018) · AJP Advances in Physiology Education · doi:10.1152/advan.00070.2017 · Cited by 2
A Retrospective on Undergraduate Engineering Success for Underrepresented and First-Year Students
Roberts, S., Najafi, F., & Taylor, C. R. (2020) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--31987 · Cited by 2
Russell, M. L. (2022) · ADVANCE Journal · doi:10.5399/osu/advjrnl.3.1.9 · Cited by 2
Watkins-Lewis, K., Domingo, M. R. S., Singh, R., Telfer, N. A., Harrington, E., Moraga, R. W., & Matón, K. I. (2023) · Journal of Women and Minorities in Science and Engineering · doi:10.1615/jwomenminorscieneng.v29.i3.30 · Cited by 2
Randolph, M. (2019) · Deep Blue (University of Michigan) · Cited by 2
Metadata
- 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
- 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
- green
- www.ncbi.nlm.nih.gov
- 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 › Psychology › Applied Psychology › 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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
