Making a difference for minorities: Evaluation of an educational enrichment program
Abstract
Abstract A comprehensive, quantitative evaluation of an educational intervention program designed to reduce the attrition of minorities from the biological sciences was undertaken to ascertain whether such efforts adequately address the problem. Program participants had greater odds of persisting in basic math and science courses, and of graduating in biology, than did a comparison group, controlling for demographics and academic preparation. Undergraduate research greatly increased the odds of positive graduation outcomes. Program participants were also more likely to pursue graduate study than were university graduates overall. This evaluation demonstrates the value of such programs in increasing the representation of minorities in science. ? 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 861‐881, 2004.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
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?
Participation in undergraduate research can retain underrepresented students in science majors.
“Participation in undergraduate research can retain underrepresented students in science majors (Barlow and Villarejo, 2004; Hurtado et al., 2009; Jones et al., 2010; Espinosa, 2011)”
From Race and Gender Differences in Undergraduate Research Mentoring Structures and Research Outcomes (2017) · cites this paper as Barlow and Villarejo, 2004
Program elements were influenced by other successful programs marrying academic supports with rigorous research experiences for underrepresented students, such as the Biology Undergraduate Scholars Program.
“Program elements were influenced by other successful programs marrying academic supports with rigorous research experiences for underrepresented students, such as the Biology Undergraduate Scholars Program (Barlow & Villarejo, 2004).”
From Cultivating minority scientists: Undergraduate research increases self-efficacy and career ambitions for underrepresented students in STEM (2017) · cites this paper as Barlow & Villarejo, 2004
Studies to date have been heavily skewed toward large research institutions and liberal arts colleges.
“Studies to date have been heavily skewed toward large research institutions (Alexander et al., 1998;Barlow & Villarejo, 2004;Maton et al., 2000;Nagda et al., 1998;Thiry et al., 2012) and liberal arts colleges (Hunter et al., 2007;Lopatto, 2004;Seymour et al., 2004).”
From Cultivating minority scientists: Undergraduate research increases self-efficacy and career ambitions for underrepresented students in STEM (2017) · cites this paper as Barlow & Villarejo, 2004
The 80% science-pipeline sustaining gains are consistent with what has previously been reported in the literature.
“80% reported science-pipeline sustaining gains consistent with what has previously been reported in the literature [25], [29], [35], [36], [39], [40].”
The positive benefits of undergraduate research experiences have previously been demonstrated; undergraduate students have widely regarded their research experience as beneficial and have credited the research experience for developing self-confidence, analytical skills, independence, and motivation to learn.
“The positive benefits of undergraduate research experiences have previously been demonstrated; undergraduate students have widely regarded their research experience as beneficial [29], [39], [45] and have credited the research experience for developing self-confidence, analytical skills, independence, and motivation to learn [29], [31], [45].”
Cites
Evaluation: A Systematic Approach.
Patton, M. Q., Rossi, P. H., Freeman, H. E., & Wright, S. R. (1981) · Contemporary Sociology A Journal of Reviews · doi:10.2307/2066947 · Cited by 933 · see citing works
Minorities in American Higher Education
Klitgaard, R. E., & Astin, A. W. (1984) · Journal of Policy Analysis and Management · doi:10.2307/3323949 · Cited by 308 · see citing works
Fullilove, R., & Treisman, P. U. (1990) · The Journal of Negro Education · doi:10.2307/2295577 · Cited by 295 · see citing works
Entry and Persistence of Women and Minorities in College Science and Engineering Education.
Huang, G., Taddese, N., & Walter, E. (2000) · Education statistics quarterly · Cited by 282 · see citing works
Astin, A. W., & Astin, H. S. (1992) · Cited by 227 · see citing works
Minorities in American Higher Education
Breneman, D. W., & Astin, A. W. (1983) · Journal of Policy Analysis and Management · doi:10.2307/3323292 · Cited by 177 · see citing works
Impact analysis for program evaluation
Mark, M. M. (1995) · Evaluation and Program Planning · doi:10.1016/0149-7189(95)90025-x · Cited by 129 · see citing works
Access Denied: Race, Ethnicity, and the Scientific Enterprise.
Campbell, G. W., Denes, R., & Morrison, C. (2000) · Cited by 93 · see citing works
Who Will Do Science? Educating the Next Generation.
Xie, Y., Pearson, W., & Fechter, A. E. (1995) · Contemporary Sociology A Journal of Reviews · doi:10.2307/2076670 · Cited by 72 · see citing works
Increasing minority students' success in calculus
Bonsangue, M. V., & Drew, D. E. (1995) · New Directions for Teaching and Learning · doi:10.1002/tl.37219956106 · Cited by 46 · see citing works
Minorities in the Biological Sciences: The Xavier Success Story and Some Implications
Jw, C., Labat, D. D., Hunter, J. T., Privett, J. A., & Sevenair, J. P. (1993) · BioScience · doi:10.2307/1311951 · Cited by 16 · see citing works
Barriers to Minority Success in College Science, Mathematics, and Engineering Progran1s
Wilson, R. (2000) · doi:10.1093/oso/9780195107746.003.0017 · Cited by 11 · see citing works
Explaining the Unrealized Aspirations of Racial and Ethnic Minorities
Schneider, B. (2000) · doi:10.1093/oso/9780195107746.003.0014 · Cited by 9 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Hunter, A., Laursen, S. L., & Seymour, E. (2007) · Science Education · doi:10.1002/sce.20173 · Cited by 1,324 · see citing works
Chemers, M. M., Zurbriggen, E. L., Syed, M., Goza, B. K., & Bearman, S. (2011) · Journal of Social Issues · doi:10.1111/j.1540-4560.2011.01710.x · Cited by 757 · see citing works
Getting Under the Hood: How and for Whom Does Increasing Course Structure Work?
Eddy, S. L., & Hogan, K. A. (2014) · CBE—Life Sciences Education · doi:10.1187/cbe.14-03-0050 · Cited by 553 · see citing works
“These SI programs are effective, but can be costly (Barlow and Villarejo, 2004), and because of the cost, they are often not sustainable.”
BackgroundEstrada, M., Hernandez, P. R., & Schultz, P. W. (2018) · CBE—Life Sciences Education · doi:10.1187/cbe.17-04-0066 · Cited by 507 · see citing works
Diversifying Science: Underrepresented Student Experiences in Structured Research Programs
Hurtado, S., Cabrera, N. L., Lin, M. H., Arellano, L., & Espinosa, L. L. (2009) · Research in Higher Education · doi:10.1007/s11162-008-9114-7 · Cited by 472 · see citing works
Carpi, A., Ronan, D. M., Falconer, H. M., & Lents, N. H. (2017) · Journal of Research in Science Teaching · doi:10.1002/tea.21341 · Cited by 348 · see citing works
Longitudinal associations among undergraduates' research experience, self-efficacy, and identity
Robnett, R. D., Chemers, M. M., & Zurbriggen, E. L. (2015) · Journal of Research in Science Teaching · doi:10.1002/tea.21221 · Cited by 272 · see citing works
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 · see citing works
Carter, F. D., Mandell, M., & Maton, K. I. (2009) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373709348584 · Cited by 130 · see citing works
Salto, L. M., Riggs, M. L., Delgado De Leon, D., Casiano, C. A., & De Leon, M. (2014) · PLoS ONE · doi:10.1371/journal.pone.0108497 · Cited by 129 · see citing works
Race and Gender Differences in Undergraduate Research Mentoring Structures and Research Outcomes
Aikens, M. L., Robertson, M. M., Sadselia, S., Watkins, K., Evans, M., Runyon, C. R., Eby, L. T., & Dolan, E. L. (2017) · CBE—Life Sciences Education · doi:10.1187/cbe.16-07-0211 · Cited by 126 · see citing works
Junge, B., Quiñones, C., Kakietek, J., Teodorescu, D., & Marsteller, P. (2010) · CBE—Life Sciences Education · doi:10.1187/cbe.09-08-0057 · Cited by 116 · see citing works
- Authors
- Barlow, A. E. L., & Villarejo, M.
- Affiliations
- University of California, Davis (US)
- Corresponding author
- Villarejo, Merna
- Venue
- Journal of Research in Science Teaching
- Publisher
- Wiley
- Published
- 2004-10-07
- Volume
- 41
- Issue
- 9
- Pages
- 861-881
- ISSN
- 0022-4308 (ISSN-L)
- 1098-2736
- OpenAlex
- W1963831334
- Cited by
- 216
- References
- 13
- Citations by year
- 2026: 3 · 2025: 4 · 2024: 9 · 2023: 12 · 2022: 11 · 2021: 16 · 2020: 11 · 2019: 12 · 2018: 13 · 2017: 16 · 2016: 15 · 2015: 15 · 2014: 11 · 2013: 10 · 2012: 11
- FWCI
- 6.50
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Research in Science Teaching (publishedVersion)
- eScholarship (California Digital Library) (submittedVersion)
- 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
- minority students, undergraduate research, graduate school enrollment, diversity in science, program evaluation
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
