The DOI matches its Crossref record; 85 of the 86 references it cites were found in a registry or an index; 15 of the 41 sources its claims cite were checked for support.
The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students
Open accessAbstract
The purpose of this longitudinal investigation was to examine the effectiveness of a comprehensive, integrated curricular and co-curricular program designed to build community, provide academic and social support, and promote engagement in academically purposeful activities resulting in more equitable environments for historically underrepresented, low-income science, technology, engineering, and mathematics (STEM) information technology (IT) students. The study also focused on the role that the sense of belonging and academic hope play in enhancing persistence to degree completion. Program participants had significantly higher persistence rates compared to a matched comparison group. Additionally, STEM-specific belonging and academic hope significantly predicted students’ intentions to persist to degree completion in IT. A major finding was that STEM domain–specific belonging was a stronger predictor of persistence than general belonging. Our investigation has implications for the role that cohort-based programs, industry engagement, peer mentoring, proactive advising, undergraduate research opportunities, career preparation, and leveraging need-based financial aid play in ensuring equity in STEM.
Overview
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Written from the paper’s full text.
TL;DR
This longitudinal quasi-experimental study found that low-income, historically underrepresented IT students in the comprehensive LiFT program had significantly higher 1-, 2-, and 3-year persistence rates than a matched comparison group. Among LiFT scholars, STEM/IT-specific sense of belonging and academic hope significantly predicted intentions to persist to IT degree completion, with IT-specific belonging outperforming general belonging.
Key findings
- LiFT participants had higher persistence than the matched comparison group: 1-year 81.5% vs. 54.2%, 2-year 75.3% vs. 41.3%, and 3-year 61.1% vs. 38.9%.
- In logistic regressions controlling for HS GPA, LiFT participants were 8.76 times more likely to persist to year 1, 14.63 times more likely to persist to year 2, and 5.31 times more likely to persist to year 3.
- In the LiFT questionnaire sample (N = 72), sense of belonging and academic hope significantly predicted intentions to persist to IT degree completion, R² = .32, F(5, 63) = 5.34, p < .001, even with gender and historically underrepresented status in the model.
- IT domain-specific belonging significantly predicted intentions to persist (β = .40, p < .01) and academic hope significantly predicted intentions to persist (β = .42, p < .001), while general sense of belonging did not significantly predict intentions to persist.
Methods
- Longitudinal quasi-experimental design with 170 LiFT scholars and 170 matched comparison students across a large public urban Midwestern 4-year university and a large urban public 2-year community college pipeline, for academic years 2017–2018, 2018–2019, and 2019–2020.
- Institutional records provided demographics, HS GPA, SAT, financial aid, and 1-, 2-, and 3-year persistence in IT; an anonymous self-report questionnaire administered only to LiFT scholars (N = 72, 44% response rate) measured general belonging, IT-specific belonging, academic hope, and intention to persist.
- Analyses included chi-square tests, hierarchical logistic regression adjusting for HS GPA, and hierarchical multiple regression predicting intentions to persist from gender, HUR status, general belonging, IT belonging, and academic hope.
Limitations
- The paper states the sample was relatively small and primarily male, low-income, underrepresented minority IT students at two institutions, limiting generalizability and making it harder to understand women IT students’ experiences.
- The paper states random assignment was not possible due to ethical and logistical constraints, so causal attributions about LiFT should be cautious; the study could not isolate which LiFT components caused differences, and time constraints limited assessment of long-term workforce outcomes.
- Evident from the text: the questionnaire was administered only to LiFT scholars and was anonymous, so questionnaire results could not be linked to individual institutional records; financial aid data restrictions prevented 1:1 matching on Pell/FAFSA, and the LiFT group had significantly higher HS GPA than the comparison group, which was adjusted for in regression models.
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Claims the paper makes
33 Own result · 22 Own method · 11 No full text of the sources · 10 Own interpretation · 9 Partly supported · 4 Supported · 4 Sources not found · 2 Not checked yet · 1 No basis given · accuracy not yet measured
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“Researchers have empirically identified numerous institutional conditions that are effective in enhancing URM persistence in STEM including providing opportunities for experiential learning experiences such as undergraduate research (Carpi et al., 2017;Hurtado et al., 2010)”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Importance of Identifying Factors that Promote Persistence in STEM Fields and Reducing Inequities
What the sources say
- Partly supportedcites Carpi et al., 2017 sourceExperimental — accuracy not yet measured
The Literature on the Impacts of Undergraduate Research section reports studies linking undergraduate research programs to retention and persistence in math and science courses. But this paper’s own study focuses on self-efficacy and career ambitions at a minority-serving institution; the cited passages do not establish that its program enhanced URM persistence or identify numerous effective institutional conditions. (LLM, conf=0.83)
- Not checked — no full text of the sourcecites Hurtado et al., 2010 source
boosteddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“These types of cohort-based interventions have been effective in helping low-income and underrepresented students buffer against feelings of low sense of belonging, isolation, and alienation in competitive STEM majors (Sax et al., 2018).”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Abstract
What the sources say
- Partly supportedcites Sax et al., 2018 sourceExperimental — accuracy not yet measured
Section 3.3.2 (Results; page unavailable) finds that peer and departmental support positively predict belonging among computing students. Section 4.2 (Implications for Practice; page unavailable) suggests living-learning communities, but does not show that cohort-based interventions were effective. The copy also does not establish an effect for low-income students or across competitive STEM majors. (LLM, conf=0.85)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“However, research has shown that when underrepresented STEM students feel supported and receive social support from institutional interventions, they persist despite obstacles and thrive to attain their learning goals (Williams et al., 2017).”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Sense of Belonging and Promoting Persistence Among Underrepresented, Low-Income STEM Students
What the sources say
- Partly supportedcites Williams et al., 2017 sourceExperimental — accuracy not yet measured
The Results (Appraisal Support; page not provided) describe students feeling more confident and less stressed after receiving support through the coaching intervention. The Discussion says whether that support fosters persistence toward academic careers or has lasting effects remains for future research. The paper therefore does not establish that supported students persisted and attained their learning goals, and its study focused on underrepresented biomedical-science PhD students rather than underrepresented STEM students generally. (LLM, conf=0.87)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“More recent research focused specifically on STEM students suggests that institutional practices that promote STEM students' interpersonal relationships, perceived competence, personal interest, and science identity contribute to feelings of belonging (Rainey et al., 2018).”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Sense of Belonging and Promoting Persistence Among Underrepresented, Low-Income STEM Students
What the sources say
- Partly supportedcites Rainey et al., 2018 sourceExperimental — accuracy not yet measured
The Discussion (page not provided) associates STEM students’ sense of belonging with interpersonal relationships, perceived competence, personal interest, and science identity. The Implications section recommends departmental structures that encourage relationships, but the paper does not establish that institutional practices promoting all four factors contribute to belonging. (LLM, conf=0.83)
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Partly supported
Every source the paper cites for this claim was checked and supports it.
In the paper
“Additionally, in their qualitative investigation, Rainey et al. found that STEM students' perceptions of sense of belonging affected their decisions to persist or withdraw from their STEM major.”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Sense of Belonging and Promoting Persistence Among Underrepresented, Low-Income STEM Students
What the sources say
- Supportedcites Rainey et al., 2018 source
The Conclusions report that students who left STEM majors had a lower sense of belonging than those who remained, linking belonging with persistence. The Discussion’s “Leavers” section adds that interviewees described feelings connected to belonging, including low confidence, as motivations for leaving. The paper reports this as an association based on interviews, rather than establishing a causal effect. (LLM, conf=0.88)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Supported
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Additionally, STEM-specific belonging and academic hope significantly predicted students' intentions to persist to degree completion in IT.”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Abstract
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Program participants had significantly higher persistence rates compared to a matched comparison group.”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Abstract
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: The matched comparison group is equivalent to LiFT participants on unmeasured confounding variables.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“A major finding was that STEM domain-specific belonging was a stronger predictor of persistence than general belonging.”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Abstract
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“1-year persistence rate 81.5% | | | 54.2%”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Limitations and Future Directions
plainn = 340- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Rests on an assumption: The matched comparison group is equivalent to LiFT participants on unmeasured confounders, so differences in persistence can be attributed to LiFT participation.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“LiFT participants had significantly higher 1-year persistence rates compared to nonparticipants X 2 (1, N = 340) = 22.7, p < 0.001;”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Effects of the LiFT Comprehensive Support on Student Persistence in IT (Research Question 1)
plaincorrelationaln = 340 ·- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Probably not a substantial claim. 21
- It may state two separate claims as one. 18
- The quote only partly states this claim. 1
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“such as academic self-efficacy (Chen & Zimmerman, 2007;Han et al., 2021;Luo et al., 2021;van Aalderen-Smeets et al., 2018), selfregulation (Shell & Soh, 2013;Zollman, 2012), effort control (Cromley et al., 2016), and goal setting (Shaw & Barbuti, 2010) affect STEM students' academic performance as well as their intentions to pursue and persist in STEM fields.”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Abstract
What the sources say
- Not checked — no full text of the sourcecites Chen & Zimmerman, 2007 source
- Partly supportedcites Han et al., 2021 sourceExperimental — accuracy not yet measured
The Self-efficacy and outcome expectancy section links student self-efficacy to academic success and career choices, and the Results section links STEM attitudes, which include self-efficacy, to STEM knowledge achievement. The citation is attached to self-efficacy, not the other listed constructs; the paper supports the performance and career-choice parts but does not establish an effect on intentions to persist in STEM. (LLM, conf=0.84)
- Partly supportedcites Luo et al., 2021 sourceExperimental — accuracy not yet measured
The section on relationships among self-efficacy, outcome expectations, and career interest reports that self-efficacy in STEM activities significantly predicted students’ STEM career interest. That supports the intention-to-pursue portion of the claim. The study concerns upper-elementary students and does not establish effects on academic performance or persistence in STEM fields; its discussion of persistence refers to learning, not remaining in a STEM field. The other constructs in the sentence are cited to other sources, not Luo et al. (LLM, conf=0.85)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“Ghazzawi et al. (2021) used a rigorous propensity score matching methodology and found that a STEM Enrichment summer bridge early intervention program was effective in enhancing the retention rates and academic performance among underrepresented Pell-eligible students.”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Importance of Identifying Factors that Promote Persistence in STEM Fields and Reducing Inequities
What the sources say
- Partly supportedcites Ghazzawi et al. (2021) sourceExperimental — accuracy not yet measured
The Data Analysis section reports propensity-score matching, and the Competing Risks Analysis finds lower dropout and greater STEM persistence among SEP summer bridge participants. However, the paper does not establish that the program improved academic performance: GPA was used as an analysis variable, not reported as an improved outcome. The passages also do not identify the studied students as Pell-eligible. (LLM, conf=0.86)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“Sax et al. contend that creating supportive environments, at the departmental and peer group level, may help in facilitating students' sense that they belong in the field of computing, improving underrepresented student success in IT and computing professions.”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Abstract
What the sources say
- Partly supportedcites Sax et al., 2018 sourceExperimental — accuracy not yet measured
The Conclusions (section 5) say that supportive departmental and peer-group environments foster students’ sense of belonging in computing. They also say that whether belonging affects decisions to pursue computing majors or careers remains a question for future research, so the claimed improvement in underrepresented students’ professional success is not established by this study. (LLM, conf=0.88)
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“Providing students with opportunities to engage in effective”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Importance of Identifying Factors that Promote Persistence in STEM Fields and Reducing Inequities
What the sources say
- Partly supportedcites Finley & McNair, 2013Experimental — accuracy not yet measured
The Introduction (page unavailable) names first-year seminars, learning communities, and undergraduate research as high-impact practices and reports evidence suggesting particular benefits for underserved students, including retention gains. The Results (page unavailable) describe peer interaction and support networks as valuable, but the paper does not establish that these practices help students feel a sense of belonging. (LLM, conf=0.82)
- Not matchedcites Kuh, 2008
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Kuh et al., 2013
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plainconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Partly supported
Every source the paper cites for this claim was checked and supports it.
In the 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)).”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Discussion
What the sources say
- Supportedcites Maton et al., 2012 source
The program-description section (page unavailable) describes a coordinated mix of STEM academic and social support, including study groups, shared housing, and a program community. The Post-College Outcomes section (page unavailable) reports that Meyerhoff students were substantially more likely than comparison students to enter STEM PhD programs, supporting the statement about student success. (LLM, conf=0.91)
- Supportedcites Maton et al., 2016 source
The Introduction (Meyerhoff Scholars Program) describes a multicomponent STEM program that combines study groups, a community of scholars, advising, and research opportunities to improve student success. The Discussion (Program Mechanisms of Influence) explicitly describes its sense of community as central to a STEM “cohort model,” and Program Outcomes reports higher STEM PhD completion among Meyerhoff students than comparison students. (LLM, conf=0.92)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Supported
Every source the paper cites for this claim was checked and supports it.
In the paper
“Sax et al. (2018) contend that dialog and action around improving student success in IT and computing professions have to move beyond the numbers (e.g., of students or employees) and focus on improving the overall climate of inclusion.”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Implications for Practice
What the sources say
- Supportedcites Sax et al. (2018) source
The Conclusions state that discourse around computing no longer focuses just on student or employee numbers but also attends to climate and inclusion. The Implications for Practice call for computing departments to foster supportive environments, consistent with the claim's emphasis on action. (LLM, conf=0.92)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Supported
Every source the paper cites for this claim was checked and supports it.
In the paper
“In their investigation of the role of social support in developing hope in college students, Guthrie and Fruiht (2020) found that supportive relationships can enhance student success through building both connections with the campus community and that fostering hope can also help further increase student achievement and retention.”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > The Role of Academic Hope in STEM Student Persistence
What the sources say
- Supportedcites Guthrie and Fruiht (2020) source
In the discussion of implications for student development and retention, the paper says supportive relationships can promote success by building campus connections and suggests that building hope may increase student achievement and retention. The citing sentence preserves that qualified claim. (LLM, conf=0.92)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“Banchefsky et al.'s (2019) results suggested that there was a stronger relationship between social belonging and intentions to persist in STEM for women than men.”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Limitations and Future Directions
What the sources say
- Partly supportedcites Banchefsky et al. (2019) sourceExperimental — accuracy not yet measured
The Results (Hypothesis 3) report that the relationship between end-of-semester social belonging and intentions to persist was significantly stronger for women than men. The study examined undergraduate majors in physical science, technology, engineering, and math (pSTEM), so the citing sentence’s broader reference to STEM is not fully supported. (LLM, conf=0.84)
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Partly supported
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The model explained 24.2% (Nagelkerke R 2 ) of the variance in persistence and correctly classified 71.0% of cases once HS GPA was taken into account in step 2.”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Effects of the LiFT Comprehensive Support on Student Persistence in IT (Research Question 1)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Compared to nonparticipants, participants were more likely to be underrepresented, first-generation (neither parent attended college), and low-income (received a Federal Pell Grant).”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Participants
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The model explained 40.9% (Nagelkerke R 2 ) of the variance in persistence and correctly classified 79.7% of cases once HS GPA was taken into account in step 2.”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Effects of the LiFT Comprehensive Support on Student Persistence in IT (Research Question 1)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“General belonging | -.16 | .13 | -.20”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Limitations and Future Directions
plainn = 72- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
The quote only partly states this claim.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Gender was negatively related to IT belonging and general belonging (not significantly).”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Effects of Students' Sense of Belonging and Academic Hope on Students' Intentions to Persist to IT Degree Completion (Research Questions 2 and 3)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Although general sense of belonging was not statistically significant, it was negatively related to intentions to persist in IT in the model once gender and HUR were taken into account.”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Effects of Students' Sense of Belonging and Academic Hope on Students' Intentions to Persist to IT Degree Completion (Research Questions 2 and 3)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Results also suggested that a domain-specific sense of belonging to IT significantly predicted intentions to persist to IT degree completion, while general sense of belonging did not significantly predict intentions to persist in IT.”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Effects of Students' Sense of Belonging and Academic Hope on Students' Intentions to Persist to IT Degree Completion (Research Questions 2 and 3)
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The model explained 26.8% (Nagelkerke R 2 ) of the variance in the persistence rate and correctly classified 69.4% of cases once HS GPA was taken into account in step 2.”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Effects of the LiFT Comprehensive Support on Student Persistence in IT (Research Question 1)
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“In his extensive review of sense of belonging research, Strayhorn (2011) found that sense of belonging is positively associated with academic performance, retention, and persistence, and it is particularly important for college students from marginalized groups.”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Sense of Belonging and Promoting Persistence Among Underrepresented, Low-Income STEM Students
What the sources say
- Not checked — no full text of the sourcecites Strayhorn (2011) source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The questionnaire was only administered to the LiFT scholars and not the comparison group students.”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Research Setting and Interventions
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“what makes this study relevant is that it underscores that academic hope and STEM major-specific sense of belonging are important theoretical frameworks to guide future research and practice in the area of STEM student persistence.”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Limitations and Future Directions
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence.
- Rests on an assumption: Intentions to persist to IT degree completion are a valid proxy for actual persistence to degree completion.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The self-administered questionnaire was only administered to LiFT scholars and not the comparison group, resulting in a sample of 72 and a response rate of 44%.”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Participants
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
In the paper
“They also concluded that domain-or major-specific STEM belonging may be more predictive of positive academic outcomes compared to general feelings of belonging.”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Sense of Belonging and Promoting Persistence Among Underrepresented, Low-Income STEM Students
What the sources say
- Not checked — no full text of the sourcecites Lewis et al. (2016) source
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Additionally, time constraints limited our ability to assess the long-term impacts of the interventions (e.g., IT employment and workforce outcomes).”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Limitations and Future Directions
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“For example, Xu and Lastrapes (2022) found that Latinx students' STEM sense of belonging had impacts on their sustained career interest in STEM.”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Discussion
What the sources say
- Not checked — no full text of the sourcecites Xu and Lastrapes (2022) source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“In other words, LiFT students participated in all the interventions and were not randomly assigned to different programs or interventions (summer bridge, residential learning communities, leadership and career development, industry engagement, peer mentoring, proactive advising, undergraduate research opportunities, and need-based financial aid support).”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Limitations and Future Directions
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“As such, we used a process of stratifying the observations into groups based on the fixed values of the potential confounding variables to attain a reasonable comparison group.”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Research Setting and Interventions
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“As such, one of the most serious limitations of this study is that we were not able to employ an experimental design and need to be cautious about making causal attributions about the LiFT program and differences in persistence rates.”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Limitations and Future Directions
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“Although academic hope has been understudied in STEM college students, Alexander et al. found that hopeful future expectations positively predicted STEM career interest among high-and middle-school girls.”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Discussion
What the sources say
- Not checked — no full text of the sourcecites Alexander et al., 2022 source
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The sample of LiFT survey respondents was representative of the overall LiFT population in terms of gender distribution and ethnicity distribution but was slightly underrepresented in terms of African American students.”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Participants
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
In the paper
“Cessna et al. (2018) contend that higher education leaders and scholars should conduct more research on what types of interventions work to prepare marginalized STEM students to do well in rigorous college coursework, instill confidence and agency to succeed, and facilitate feelings of belonging with the institution and specific major.”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Implications for Practice
What the sources say
- Not checked — no full text of the sourcecites Cessna et al. (2018) source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The students who began at the 4-year university had higher HS GPAs and 1-year retention rates than students who began at the community college (73% vs. 65% and 3.44 vs. 2.33, respectively).”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Research Setting and Interventions
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“As such, we employed logistic regression procedures to adjust for HS GPA as a potential confounding variable in our regression models.”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Research Setting and Interventions
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The tolerance measures were as follows: 0.97, 0.99, and 0.95.This suggests that the beta coefficients were not affected by the presence of other predictor variables in a model and that multicollinearity was not problematic.”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Effects of Students' Sense of Belonging and Academic Hope on Students' Intentions to Persist to IT Degree Completion (Research Questions 2 and 3)
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“As such, we were not able to link the students' questionnaire results to individual students' institutional data or official educational records (e.g., educational records of HS GPA, financial aid information, retention rates, persistence rates).”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Participants
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“If HUR low-income STEM students are not provided with need-based financial aid, they may not have the basic necessities (food, clothing, housing) necessary to exert the intellectual effort necessary to meet rigorous course demands.”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Implications for Practice
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Rests on an assumption: Need-based financial aid is a key component of the LiFT program's effectiveness.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The sample was relatively small and primarily consisted of male, low-income, underrepresented minority IT students at two institutions.”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Limitations and Future Directions
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“As such, our results point to the necessity of providing financial support coupled with curricular and co-curricular programming.”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Implications for Practice
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: fails — It may be too vague to check against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
- Rests on an assumption: Need-based financial aid is a key component of the LiFT program's effectiveness.
The paper relies on this without support.
The matched comparison group is equivalent to LiFT participants on unmeasured confounding variables.
“The demographic, school, major, and academic preparation variables were used to find a matched comparison group of 170 students entering during the same cohort years in the same IT department and major who were closely matched on demographics, academic preparation, and financial aid information.”
The authors state this as an assumption.
The institutional context and financial support create safe spaces and provide the resources students need to persist to degree completion.
“The institutional context coupled with financial support was designed to serve as an effective mechanism to create safe spaces for IT students to develop an IT sense of belonging and hope.”
The paper relies on this without support.
All LiFT students experienced all components of the program.
“The program was designed so that all LiFT students experienced all components of the program (e.g., undergraduate research and career development planning).”
The paper relies on this without support.
The LiFT program's comprehensive support caused the observed differences in persistence rates, rather than unmeasured confounding or selection effects.
“As such, we employed logistic regression procedures to adjust for HS GPA as a potential confounding variable in our regression models.”
The paper relies on this without support.
Need-based financial aid is a key component of the LiFT program's effectiveness.
“The results may have implications in terms of the importance of considering need-based financial aid since this was a key component of the overall comprehensive LiFT program even though we were not able to isolate this component in our analyses.”
The paper relies on this without support.
The comparison group is comparable to LiFT participants except for program participation and HS GPA.
“We were able to employ a quasi-experimental design and develop a matched control group of IT, underrepresented, low-income students not participating in the LiFT interventions to investigate the effects on 1-, 2-, and 3-year retention to STEM IT rates.”
The paper relies on this without support.
The matched comparison group is equivalent to LiFT participants on unmeasured confounders, so differences in persistence can be attributed to LiFT participation.
“Persistence rates for the LiFT participants and the matched comparison group”
The paper relies on this without support.
Intentions to persist to IT degree completion are a valid proxy for actual persistence to degree completion.
“intentions to persist to IT degree completion”
Statistics that don’t add up
Each reported p-value recomputed from its test statistic and degrees of freedom.
Rated major: it would touch a result — a value a result rests on, reported and recomputed p-values on opposite sides of the significance level, two passages that conflict with no sign which is right, or a cited work retracted before this paper was published.
In the paper
“X 2 (1, N = 73) = 1.65, p < 0.05”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Effects of the LiFT Comprehensive Support on Student Persistence in IT (Research Question 1)
Reported p < .05 · recomputed p = .199
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
“χ 2 (2) = 5.89, p < 0.05”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Effects of the LiFT Comprehensive Support on Student Persistence in IT (Research Question 1)
Reported p < .05 · recomputed p = .053
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
“t(340) = 1.81, p < 0.05”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Research Setting and Interventions
Reported p < .05 · recomputed p = .071
Statistics recomputed
Every reported test result, recomputed from its test statistic and degrees of freedom. A result shows as not adding up only once an independent check has confirmed it.
- Doesn’t add upχ²(1) = 1.65reported p < .05 · recomputed p = .199The two fall on opposite sides of .05
“X 2 (1, N = 73) = 1.65, p < .05”
- Doesn’t add upt(340) = 1.81reported p < .05 · recomputed p = .071
“t(340) = 1.81, p < .05”
- Doesn’t add upχ²(2) = 5.89reported p < .05 · recomputed p = .053
“χ 2 (2) = 5.89, p < .05”
- Consistentχ²(1) = 22.7reported p < .001 · recomputed p < .001
“X 2 (1, N = 340) = 22.7, p < .001”
- Consistentχ²(1) = 13.14reported p < .001 · recomputed p < .001
“X 2 (1, N = 161) = 13.14, p < .001”
- Consistentχ²(2) = 22.2reported p < .001 · recomputed p < .001
“χ 2 (2) = 22.20, p < .001”
- Consistentχ²(2) = 21.73reported p < .001 · recomputed p < .001
“χ 2 (2) = 21.73,p < .001”
- ConsistentF(5, 63) = 5.34reported p < .001 · recomputed p < .001
“F(5, 63) = 5.34, p < .001”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Limitations and Future Directions
“However, our quasi-experimental design did allow us to determine what aspects of the LiFT program caused the differences in persistence rates, sense of belonging, and academic hope.”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Implications for Practice
“It is noteworthy that we were not able to isolate which components of LiFT contributed to specific outcomes.”
Rated minor: it would not touch a result — a value no result rests on, a p-value that stays on the same side of the significance level, or a conflict that is clerical, resolved elsewhere in the paper, or outside its own findings.
In the paper
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Effects of Students' Sense of Belonging and Academic Hope on Students' Intentions to Persist to IT Degree Completion (Research Questions 2 and 3)
“The tolerance measures were as follows: 0.97, 0.99, and 0.95.”
§ The Importance of STEM Sense of Belonging and Academic Hope in Enhancing Persistence for Low-Income, Underrepresented STEM Students > Limitations and Future Directions
“| 4. IT belonging | 5.04 | 1.02 | -.08 | -.01 | .75* | - | | |”
Citations
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Research works printed but not linked: 3
- Kuh, G. D. (2008). High-impact practices: What they are, who has access to them, and why they matter. Association of American Colleges and Universities.
- Kuh, G. D., & O’Donnell, K. (2013). Ensuring quality and taking high-impact practices to scale. Association of American Colleges and Universities.
- Maples, S. C. (2003). Academic achievement and retention rate of students who did and did not participate in a university summer bridge program. Dissertation Abstracts International Section A: Humanities & Social Sciences, 63(7-A), 2468.
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Sorted by citations
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Reimagining CS Pathways: High School and Beyond
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Metadata
- Authors
- Hansen, M. J., Palakal, M. J., & White, L.
- Affiliations
- The Ohio State University (US)
- Indiana University – Purdue University Indianapolis (US)
- Corresponding author
- Hansen, Michele J.
- Venue
- Journal for STEM Education Research
- Published
- 2023-05-23
- Volume
- 7
- Issue
- 2
- Pages
- 155-180
- ISSN
- 2520-8705 (ISSN-L)
- 2520-8713
- OpenAlex
- W4377692532
- Semantic Scholar
- ad6dcdbecf6ff7e0dfd455dc39fd2ca558006bb1
- Cited by
- 138
- References
- 81
- Citations by year
- 2026: 57 · 2025: 43 · 2024: 35 · 2023: 3
- FWCI
- 102.27
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Locations
- Journal for STEM Education Research (publishedVersion, cc-by)
- Funders
- National Science Foundation (1643586.)
- Topics
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Psychology › Applied Psychology › Career Development and Diversity
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Keywords
- sense of belonging, academic hope, student persistence, low-income students, underrepresented students, STEM education, information technology students, STEM equity, peer mentoring, undergraduate research, industry engagement, need-based aid, career preparation
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.
A language model drew the claims from the paper on 2026-11-03, under version 3 of the claim definition (model deepseek-v4.1-flash, prompt extract-v3).
A second model labelled each claim on 2026-11-03 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
Cited sources are checked with a language model’s help (gpt-6-sol).
Statistics and arithmetic are recomputed, not judged.
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