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
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“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.
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“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]
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“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
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“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
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“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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“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
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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
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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
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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
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