The DOI matches its Crossref record; 43 of the 44 references it cites were found in a registry or an index; 24 of the 83 sources its claims cite were checked for support.
Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program
Open accessAbstract
An urgent need exists for graduate and professional schools to establish evidence-based STEM (science, technology, engineering, and math) pipeline programs to increase the diversity of the biomedical workforce. An untapped yet promising pool of willing participants are capable high school students that have a strong STEM interest but may lack the skills and the guided mentoring needed to succeed in competitive STEM fields. This study evaluates and compares the impact of the Loma Linda University (LLU) Summer Health Disparities Research Program on high school (HS) and undergraduate (UG) student participants. The primary focus of our summer research experience (SRE) is to enhance the research self-efficacy of the participants by actively involving them in a research project and by providing the students with personalized mentoring and targeted career development activities, including education on health disparities. The results of our study show that our SRE influenced terminal degree intent and increased participant willingness to incorporate research into future careers for both the HS and the UG groups. The quantitative data shows that both the HS and the UG participants reported large, statistically significant gains in self-assessed research skills and research self-efficacy. Both participant groups identified the hands-on research and the mentor experience as the most valuable aspects of our SRE and reported increased science skills, increased confidence in science ability and increased motivation and affirmation to pursue a science career. The follow-up data indicates that 67% of the HS participants and 90% of the UG participants graduated from college with a STEM degree; for those who enrolled in graduate education, 61% and 43% enrolled in LLU, respectively. We conclude that structured SREs can be highly effective STEM strengthening interventions for both UG and HS students and may be a way to measurably increase institutional and biomedical workforce diversity.
Overview
AI snapshot
Written from the paper’s full text.
TL;DR
In a retrospective evaluation of the Loma Linda University Summer Health Disparities Research Program, high school (ABC) and undergraduate (UTP) underrepresented minority participants reported significant gains in research skills and research self-efficacy and increased intent to incorporate research into future careers. Follow-up data showed 67% of ABC and 90% of UTP college graduates earned STEM degrees, with many enrolling in graduate education.
Key findings
- Both groups reported large gains in research self-efficacy (ABC η²=0.33; UTP η²=0.49) and research skills, with the greatest gains in “conducting research” (ABC η²=0.42; UTP η²=0.47) and “scientific writing” (ABC η²=0.45; UTP η²=0.44).
- Intent to incorporate research into future careers rose from 23% to 87% for ABC and from 47% to 92% for UTP; combined, it rose from 33% to 89% (p<0.001). In the combined paired sample, terminal degree intent shifted from MD (55% pre) to MD/PhD (44% post).
- Follow-up showed 67% of ABC and 90% of UTP college graduates earned STEM degrees; among those enrolled in graduate education, 61% of ABC and 43% of UTP enrolled at LLU, and combined 47% enrolled at LLU.
- Content analysis found 74% identified mastery experiences as the most valuable aspect; about 80% reported science-pipeline sustaining gains, and 58% reported science career affirmation.
Methods
- Retrospective evaluation of 8-week paid summer research internships for underrepresented minority high school (ABC) and college (UTP) students at LLU, using program years 1997–1999 and 2001–2012; 132 ABC and 139 UTP participants (271 total).
- Data came from program applications, follow-up files, National Student Clearinghouse records, and PRE/POST exit surveys; paired-data subgroups included intent (ABC N=53, UTP N=38), skills/self-efficacy (ABC N=47, UTP N=45), and follow-up (ABC N=116, UTP N=136).
- Analyses used chi-square and McNemar tests for intent changes, GLM repeated measures with η² effect sizes for skills/self-efficacy, binary logistic regression, and content analysis of free-answer exit survey responses.
Limitations
- Stated by the paper: selection bias from eligibility and selection criteria cannot be completely accounted for; paired-data analyses represent a subsample; self-efficacy is domain-specific and was measured separately from academic efficacy; some participants were lost to follow-up.
- Evident from the text: there was no randomized control group; outcomes rely on self-report and retrospective follow-up; educational progress is cross-sectional as of January 2013; some paired analyses use small samples.
Model-written summary. Check it against the paper before relying on it.
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Claims the paper makes
70 Own result · 23 Own interpretation · 14 Not checked yet · 12 Partly supported · 12 Own method · 5 No basis given · 3 Sources not found · 3 No full text of the sources · 2 Supported · 2 Supported so far · accuracy not yet measured
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“A summer research experience in high school can develop science self-efficacy, improve science process skills and begin a lifelong commitment to inquiry-based learning”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Introduction
What the sources say
- Not checked yetcites [2] National Academy of Sciences, National Academy of Engineering, and Institute of Medicine (2011) Expanding Underrepresented Minority Participation: America’s Science and Technology Talent at the Crossroads: Washington, DC: The National Academies Press.
- Not checked yetcites [13] The Boyer Commission on Educating Undergraduates in the Research University (1998) Reinventing Undergraduate Education: A Blueprint for America’s Research Universities. Carnegie Foundation for the Advancement of Teaching. http://www.niu.edu/engagedlearning/research/pdfs/Boyer_Report.pdf.
- Partly supportedcites [14] C Dirks, 2006, Enhancing diversity in science: is teaching science process skills the answer?, CBE Life Sci Educ sourceExperimental — accuracy not yet measured
The Discussion (page not provided) suggests that the undergraduate Biology Fellows Program helps students build confidence in doing science. It does not establish that a summer research experience during high school develops science self-efficacy; that population and setting differ from those studied. (LLM, conf=0.78)
plainconditional- 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 cited sources support only part of this claim — read each source’s verdict below.
In the paper
“With some notable exceptions, these measures have had limited success in propelling an adequate number of URMs into graduate and professional schools”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Introduction
What the sources say
- Not checked yetcites [6] HERI Research Brief (2010) Degrees of Success: Bachelor’s Degree Completion Rates Among Initial STEM Majors. Higher Education Research Institute at UCLA.
- Partly supportedcites [7] H Garrison, 2013, Underrepresentation by Race-Ethnicity across Stages of U.S. Science and Engineering Education, CBE Life Sci Educ sourceExperimental — accuracy not yet measured
The Discussion says many federal STEM initiatives are too small or narrowly focused to have a substantial impact, and that URM disparities persist despite gains in science and engineering doctorates. This supports the claim's general point about limited progress toward graduate-level participation, but the paper does not assess entry into professional schools or establish the success rate of the interventions as a group. (LLM, conf=0.86)
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.
None of the sources cited for this claim have been checked yet.
In the paper
“A summer research experience in high school can develop science self-efficacy, improve science process skills and begin a lifelong commitment to inquiry-based learning”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Introduction
What the sources say
- Not checked yetcites [2] National Academy of Sciences, National Academy of Engineering, and Institute of Medicine (2011) Expanding Underrepresented Minority Participation: America’s Science and Technology Talent at the Crossroads: Washington, DC: The National Academies Press.
- Not checked yetcites [13] The Boyer Commission on Educating Undergraduates in the Research University (1998) Reinventing Undergraduate Education: A Blueprint for America’s Research Universities. Carnegie Foundation for the Advancement of Teaching. http://www.niu.edu/engagedlearning/research/pdfs/Boyer_Report.pdf.
- Could not verifycites [14] C Dirks, 2006, Enhancing diversity in science: is teaching science process skills the answer?, CBE Life Sci Educ sourceExperimental — accuracy not yet measured
The ‘Biology Fellows Form a Community of Science Scholars’ section describes undergraduate research beginning in students’ freshman or sophomore years, not a high-school summer experience. The Discussion says long-term studies are needed to assess lasting effects. Searches for high-school summer research and lifelong inquiry-based learning found no passage addressing the claim. (LLM, conf=0.76)
plainconditional- 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 cited sources support only part of this claim — read each source’s verdict below.
In the paper
“A summer research experience in high school can develop science self-efficacy, improve science process skills and begin a lifelong commitment to inquiry-based learning”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Introduction
What the sources say
- Not checked yetcites [2] National Academy of Sciences, National Academy of Engineering, and Institute of Medicine (2011) Expanding Underrepresented Minority Participation: America’s Science and Technology Talent at the Crossroads: Washington, DC: The National Academies Press.
- Not checked yetcites [13] The Boyer Commission on Educating Undergraduates in the Research University (1998) Reinventing Undergraduate Education: A Blueprint for America’s Research Universities. Carnegie Foundation for the Advancement of Teaching. http://www.niu.edu/engagedlearning/research/pdfs/Boyer_Report.pdf.
- Partly supportedcites [14] C Dirks, 2006, Enhancing diversity in science: is teaching science process skills the answer?, CBE Life Sci Educ sourceExperimental — accuracy not yet measured
The section “Students Show Gains in Science Process Skills after BFP” reports improved experimental-design and graphing scores among university students in the Biology Fellows Program. It does not establish that a summer research experience improves these skills in high school students; the studied population and activity differ from the claim. (LLM, conf=0.86)
plainconditional- 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 sources with a verdict support this claim; the rest weren’t checked yet, have no full text we could read, or their verdicts aren’t rated yet.
In the paper
“The number of pipeline college graduates who enrolled in a graduate program (71%) is comparable to or higher than what has previously been reported by other groups [25], [26], [34], [41].”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Discussion > Underrepresented Minority STEM Pipeline Progress
What the sources say
- Supportedcites [25] B Junge, 2010, Promoting undergraduate interest, preparedness, and professional pursuit in the sciences: An outcomes evaluation of the SURE program at Emory University, CBE Life Sci Educ source
In Results, Study 1 (Online Follow-Up Survey; page not provided), the source reports that 61.1% of the specified SURE graduates attended graduate school in their first year after graduation. That provides a previously reported rate below the citing paper’s 71%, supporting the comparison for this citation. (LLM, conf=0.88)
- Not checked — no full text of the sourcecites [26] RS Hathaway, 2002, The Relationship of Undergraduate Research Participation to Graduate and Professional Education Pursuit: An Empirical Study, Journal of College Student Development
- Not matchedcites [34] Humphreys SM, Summer Undergraduate Program in Engineering Research at Berkeley
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Supportedcites [41] L Alfred, 2011, Increasing underrepresented scientists in cancer research: the UCSD CURE program, J Cancer Educ source
The Results report that 34 of 56 CURE college graduates (61%) matriculated into post-baccalaureate programs leading to science master’s or doctoral degrees. That previously reported rate is lower than the citing document’s 71%, supporting the comparison; the source is not being cited as the origin of the 71% figure. (LLM, conf=0.90)
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.
- Supported
The sources with a verdict support this claim; the rest weren’t checked yet, have no full text we could read, or their verdicts aren’t rated yet.
In the paper
“80% reported science-pipeline sustaining gains consistent with what has previously been reported in the literature [25], [29], [35], [36], [39], [40].”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Discussion > Participant-identified “Best Practices” and the SRE Impact on Future Goals
What the sources say
- Supportedcites [25] B Junge, 2010, Promoting undergraduate interest, preparedness, and professional pursuit in the sciences: An outcomes evaluation of the SURE program at Emory University, CBE Life Sci Educ source
The Results (Study 1, Table 2; page unavailable) report increased interest in scientific research, science Ph.D. study, and academic careers. The Discussion (Study 1; page unavailable) interprets these as gains in interest in graduate study and science careers. The citing authors’ 80% is their own result, not a percentage attributed to the SURE paper; the source supports the broader comparison with previously reported gains. (LLM, conf=0.88)
- Supportedcites [29] M Villarejo, 2008, Encouraging minority undergraduates to choose science careers: career paths survey results, CBE Life Sci Educ source
The cited paper’s Results report that 75% of surveyed biomedical Ph.D. aspirants said their undergraduate research experience influenced them to stay in science. Its Introduction also describes prior evidence linking undergraduate research to persistence in science majors. These findings support the cited comparison to science-pipeline-sustaining gains; the citing paper’s 80% figure is not attributed specifically to this source. (LLM, conf=0.88)
- Not checked yetcites [35] Mabrouk PA, Peters K (2000) Student Perspectives on Undergraduate Research Experiences in Chemistry and Biology. Council on Undergraduate Research Quarterly: 25–33.
- Not checked — no full text of the sourcecites [36] E Seymour, 2004, Establishing the Benefits of Research Experiences for Undergraduates in the Sciences: First Findings from a Three-Year Study, Science Education source
- Not checked — no full text of the sourcecites [39] AEL Barlow, 2004, Making a Difference for Minorities: Evaluation of an Educational Enrichment Program, Journal of Research in Science Teaching source
- Supportedcites [40] Pender M, Marcotte DE, Sto. Domingo MR, Maton KI (2010) The STEM Pipeline: The Role of Summer Research Experience in Minority Students’ Ph.D. Aspirations. Education Policy Analysis Archives 18. source
The Background (page unavailable) reports prior research in which 93% of undergraduate research participants said the experience sustained or improved their interest in postgraduate education. That supports the cited comparison with earlier science-pipeline gains; the sentence presents 80% as the citing study’s own result, not as a figure from this source. (LLM, conf=0.88)
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.
- 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
“About 58% reported affirmation for a science career, either for a new or previously held science career goal”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Results > Best Practices and Impact of the Summer Research Experience
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.
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
“Vicarious Experiences (Modeling)b (Total) | 22% (11 of 49) | 23% (12 of 53) | 23% (23 of 109)”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Results > Best Practices and Impact of the Summer Research Experience
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.
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
“At the end of the summer research experience, the ABC participants increased in intent for MD/PhD’s and PhD/DrPH’s in public health.”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Results > Terminal Degree and Research Career Intent
plaindirectn = 53- 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
“Vicarious experiences, in terms of the mentor experience and the influence of a high-achieving peer group, were the second most important aspect of the summer research experience, according to the participants.”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Results > Best Practices and Impact of the Summer Research Experience
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.
- Probably not a substantial claim. 37
- It may state two separate claims as one. 32
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“that may subsequently stem the tide of attrition before the freshman year in college occurs [2], [13], [14].”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Introduction
What the sources say
- Not checked yetcites [2] National Academy of Sciences, National Academy of Engineering, and Institute of Medicine (2011) Expanding Underrepresented Minority Participation: America’s Science and Technology Talent at the Crossroads: Washington, DC: The National Academies Press.
- Not checked yetcites [13] The Boyer Commission on Educating Undergraduates in the Research University (1998) Reinventing Undergraduate Education: A Blueprint for America’s Research Universities. Carnegie Foundation for the Advancement of Teaching. http://www.niu.edu/engagedlearning/research/pdfs/Boyer_Report.pdf.
- Partly supportedcites [14] C Dirks, 2006, Enhancing diversity in science: is teaching science process skills the answer?, CBE Life Sci Educ sourceExperimental — accuracy not yet measured
The Discussion (page unavailable) says the Biology Fellows Program aims to sustain enthusiasm because students often leave science majors early in college, and suggests that undergraduate research may benefit participants. The section “Biology Fellows Form a Community of Science Scholars” (page unavailable) says many began research during their freshman or sophomore years. Neither passage supports the specific suggestion that a summer research experience in high school could reduce attrition before college begins. (LLM, conf=0.78)
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.
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“For the UTP participants, the benefits of improved research abilities and increased efficacy are likely to affect subsequent performance in science courses [25] as well as positively influence the self-assurance with which UTP students approach graduate education [20], [26]–[28].”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Discussion > Participant-assessed Changes in Research Intent, Skills and Self-Efficacy
What the sources say
- Supportedcites [25] B Junge, 2010, Promoting undergraduate interest, preparedness, and professional pursuit in the sciences: An outcomes evaluation of the SURE program at Emory University, CBE Life Sci Educ source
The Discussion (Study 1; page unavailable) reports gains in perceived scientific abilities, and the Results (Study 2; page unavailable) report higher subsequent science-course GPA among SURE participants than comparable nonparticipants. This supports the cited point that gains from undergraduate research may benefit later science-course performance; the sentence’s separate graduate-education point is assigned to other citations. (LLM, conf=0.88)
- Not checked yetcites [20] Bandura A (1997) Self-Efficacy: The Exercise of Control New York: W.H. Freeman and Company.
- Not checked — no full text of the sourcecites [26] RS Hathaway, 2002, The Relationship of Undergraduate Research Participation to Graduate and Professional Education Pursuit: An Empirical Study, Journal of College Student Development
- Partly supportedcites [27] D Lopatto, 2004, Survey of Undergraduate Research Experiences (SURE): first findings, Cell Biol Educ sourceExperimental — accuracy not yet measured
Split into 2 atoms — 0 confirmed, 2 partially supported, 0 disputed, 0 misattributed, 0 unverifiable. Expand the claim to see per-atom verdicts.
- Supportedcites [28] D Lopatto, 2007, Undergraduate research experiences support science career decisions and active learning, CBE Life Sci Educ source
The citation to this paper is attached to the claim about subsequent science-course performance, not the separate claim about approaching graduate education. In the Discussion (page unavailable), Lopatto says a positive research experience may produce a better student in the classroom and reports that students taking subsequent courses in their research field described gains in independence, motivation, and active learning. This supports the citing sentence’s qualified prediction, though the reported course outcomes are self-reported. (LLM, conf=0.88)
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.
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
“A resilient sense of efficacy will also likely contribute to STEM course success for the ABC participants, but, more importantly, it may commit the high school students, early-on, to a STEM research career over a clinical or professional career [22], [29], [30].”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Discussion > Participant-assessed Changes in Research Intent, Skills and Self-Efficacy
What the sources say
- Not checked — no full text of the sourcecites [22] L Oseguera, 2006, The Characteristics and Experiences of Minority Freshmen Committed to Biomedical and Behavioral Science Research Careers, Journal of Women and Minorities in Science and Engineering source
- Partly supportedcites [29] M Villarejo, 2008, Encouraging minority undergraduates to choose science careers: career paths survey results, CBE Life Sci Educ sourceExperimental — accuracy not yet measured
The Results report that undergraduate research led some premedical students to pursue a biomedical Ph.D. rather than medical school, supporting the proposed shift toward research careers. But the study concerns undergraduates, not high school students, and it does not attribute course success or career choice to a resilient sense of efficacy; its course-success discussion concerns supplemental instruction. (LLM, conf=0.88)
- Not checked — no full text of the sourcecites [30] S Hurtado, 2008, Training Future Scientists: Predicting First-year Minority Student Participation in Health Science Research, Res High Educ source
hedgedconditionaln = 90- 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.
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“the work of Chemers, Estrada-Hollenbeck and Schultz sheds light on the foundational role of self-efficacy in the long-term commitment to a science career [42]–[44].”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Conclusion
What the sources say
- Not checked — no full text of the sourcecites [42] MM Chemers, 2011, The Role of Efficacy and Identity in Science Career Commitment Among Underrepresented Minority Students, Journal of Social Issues source
- Partly supportedcites [43] M Estrada, 2011, Toward a model of social influence that explains minority student integration into the scientific community, Journal of Educational Psychology sourceExperimental — accuracy not yet measured
The Discussion (page unavailable) reports that scientific self-efficacy was significantly associated with students’ intention to continue pursuing a science career. But it also says self-efficacy had no unique predictive effect once identity and values were included, and that its long-term unique predictive power may not exist. Calling its role in long-term commitment “foundational” overstates these findings. (LLM, conf=0.87)
- Partly supportedcites [44] DM Merolla, 2012, Structural Precursors to Identity Processes: The Role of Proximate Social Structures, Social Psychology Quarterly sourceExperimental — accuracy not yet measured
The Results (page unavailable) report that commitment to a science identity predicts intention to pursue a scientific career. The paper does not establish a foundational role for self-efficacy, and its outcome is career intention rather than long-term career commitment. (LLM, conf=0.81)
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
“Proficiency in science process skills (such as identifying variables, recognizing operational definitions, data and graph interpretation, experimental design, and identifying hypotheses) has been shown to improve performance in rigorous entry-level biology courses [14].”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Discussion > Participant-assessed Changes in Research Intent, Skills and Self-Efficacy
What the sources say
- Partly supportedcites [14] C Dirks, 2006, Enhancing diversity in science: is teaching science process skills the answer?, CBE Life Sci Educ sourceExperimental — accuracy not yet measured
The “A Correlation between Science Process Skills and Biology 180 Grades” section reports a significant relationship between skill scores and grades in an introductory biology course. But the Discussion calls the idea that increasing those skills would improve course performance a hypothesis, not a demonstrated effect. Our copy therefore supports an association, not the claim that proficiency has been shown to improve performance. (LLM, conf=0.88)
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.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“Students who have participated in high school summer research experiences may be more likely to pursue structured research activities as undergraduates, indicating that the selection processes following a high school summer research experience will likely lead to an even stronger commitment for STEM disciplines and terminal degree goals [22], [30], [31].”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Discussion > Participant-assessed Changes in Research Intent, Skills and Self-Efficacy
What the sources say
- Not checked — no full text of the sourcecites [22] L Oseguera, 2006, The Characteristics and Experiences of Minority Freshmen Committed to Biomedical and Behavioral Science Research Careers, Journal of Women and Minorities in Science and Engineering source
- Not checked — no full text of the sourcecites [30] S Hurtado, 2008, Training Future Scientists: Predicting First-year Minority Student Participation in Health Science Research, Res High Educ source
- Partly supportedcites [31] FD Carter, 2009, The Influence of On-Campus, Academic Year Undergraduate Research on STEM PhD Outcomes: Evidence from the Meyerhoff Scholarship Program, Educ Eval Policy Anal sourceExperimental — accuracy not yet measured
Split into 2 atoms — 0 confirmed, 1 partially supported, 0 disputed, 0 misattributed, 1 unverifiable. Expand the claim to see per-atom verdicts.
hedgedconditionaln = 90- 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.
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“Free-format narrative responses and interviews have previously been effective in identifying the utility and the broad gains of undergraduate research experiences [32]–[38].”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Discussion > Participant-identified “Best Practices” and the SRE Impact on Future Goals
What the sources say
- Not checked yetcites [32] Alexander BB, Foertsch J, Daffinrud S (1998) The Spend a Summer with a Scientist Program: An evaluation of program outcomes and the essential elements for success. Madison, WI: University of Madison-Wisconsin, LEAD Center.
- Not checked yetcites [33] Foertsch JA, Alexander BB, Penberthy DL (1997) Evaluation of the UW-Madison’s Summer Undergraduate Research Programs, Final Report: Integrated Analysis of Program Outcome Data, Student Surveys, and Student and Mentor Interviews. Madison, WI: University of Wisconsin-Madison, LEAD Center.
- Not matchedcites [34] Humphreys SM, Summer Undergraduate Program in Engineering Research at Berkeley
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not checked yetcites [35] Mabrouk PA, Peters K (2000) Student Perspectives on Undergraduate Research Experiences in Chemistry and Biology. Council on Undergraduate Research Quarterly: 25–33.
- Not checked — no full text of the sourcecites [36] E Seymour, 2004, Establishing the Benefits of Research Experiences for Undergraduates in the Sciences: First Findings from a Three-Year Study, Science Education source
- Not checked yetcites [37] Ward C, Bennett JS, Bauer KW (2002) Content Analysis of Undergraduate Research Student Evaluations.
- Partly supportedcites [38] S Hurtado, 2009, Diversifying Science: Underrepresented Student Experiences in Structured Research Programs, Res High Educ sourceExperimental — accuracy not yet measured
The Methodology (Data Source and Sample; Analysis, page unavailable) describes semi-structured student focus groups whose transcripts were coded for themes. The Findings and Discussion use students’ accounts to identify benefits of undergraduate research. The paper does not describe free-format narrative responses; its evidence comes primarily from focus-group discussions rather than individual interviews. (LLM, conf=0.82)
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.
Every source the paper cites for this claim was checked and supports it.
In the paper
“While this change in intent is dramatic, other factors besides intent may play a more prominent role in terminal degree pursuit and may result in a lower proportion of students actually completing an MD/PhD [23]; this is also apparent in the Table 6 enrollment data.”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Discussion > Participant-assessed Changes in Research Intent, Skills and Self-Efficacy
What the sources say
- Supportedcites [23] R McGee, 2007, Identifying future scientists: predicting persistence into research training, CBE Life Sci Educ source
The Results describe two students who began M.D./Ph.D. programs but left the Ph.D. portion, despite strong research interests. The same section identifies competing interests in patient care and a predictable future as reasons students chose paths other than the M.D./Ph.D. These findings support the hedged claim that intent alone may not determine degree completion. (LLM, conf=0.88)
hedgedconditional- 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.
- Supported
Every source the paper cites for this claim was checked and supports it.
In the paper
“Estrada-Hollenbeck’s work that found that while self-efficacy was related to identity and values, the relative influence of each on long-term STEM career commitment may be mediated by the progression of the student through the academic pipeline [43].”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Conclusion
What the sources say
- Supportedcites [43] M Estrada, 2011, Toward a model of social influence that explains minority student integration into the scientific community, Journal of Educational Psychology source
The Discussion reports that self-efficacy, identity, and values are intercorrelated, but may differ in predictive value with students’ depth of integration into science. It also reports that self-efficacy was less predictive for graduate students than for undergraduates, while identity and values remained predictive. The paper treats a developmental explanation as a possibility, not an established effect. (LLM, conf=0.88)
hedgedconditional- 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
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“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].”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Conclusion
What the sources say
- Partly supportedcites [29] M Villarejo, 2008, Encouraging minority undergraduates to choose science careers: career paths survey results, CBE Life Sci Educ sourceExperimental — accuracy not yet measured
Split into 2 atoms — 1 confirmed, 1 partially supported, 0 disputed, 0 misattributed, 0 unverifiable. Expand the claim to see per-atom verdicts.
- Not checked — no full text of the sourcecites [39] AEL Barlow, 2004, Making a Difference for Minorities: Evaluation of an Educational Enrichment Program, Journal of Research in Science Teaching source
- Not checked — no full text of the sourcecites [45] BA Nagda, 1998, Undergraduate Student-Faculty Research Partnerships Affect Student Retention, The Review of Higher Education source
boosteddirect- 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.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“The work of Hurtado suggests that an early, structured research experience may catalyze the initial domain identity development needed for persistence in a STEM major [38], [46].”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Conclusion
What the sources say
- Partly supportedcites [38] S Hurtado, 2009, Diversifying Science: Underrepresented Student Experiences in Structured Research Programs, Res High Educ sourceExperimental — accuracy not yet measured
In Findings > Becoming a Scientist (page unavailable), students describe research experiences as helping them see themselves as scientists and reinforcing their interest in science. The paper does not establish that an early structured experience initiates that identity or that identity development is necessary for persistence in a STEM major; it notes that many participants’ interest in science began before college. (LLM, conf=0.82)
- Partly supportedcites [46] MJ Chang, 2011, Considering the Impact of Racial Stigmas and Science Identity: Persistence Among Biomedical and Behavioral Science Aspirants, J Higher Educ sourceExperimental — accuracy not yet measured
The “Biomedical and Behavioral Science Persistence and Identity” section (page unavailable) suggests that well-structured undergraduate research can help URM students develop a science identity and, in turn, improve their chances of persisting in a biomedical or behavioral science (BBS) field. The Discussion (page unavailable) links domain identification to BBS-major persistence. The paper does not specifically establish that an early research experience catalyzes initial identity development, and its discussion concerns URM students in BBS fields rather than STEM majors generally. (LLM, conf=0.83)
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.
- 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
“reported increased science skills, increased confidence in science ability and increased motivation and affirmation to pursue a science career.”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Abstract
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.
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
“However, both the ABC and the UTP participants reported large, statistically significant gains in research self-efficacy at the end of the summer research experience (ABC η2, 0.33; UTP η2, 0.49, see Table 3).”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Results > Academic and Research Self-efficacy
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.
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 changes in scientific writing, oral presentation, library and literature search, and in conducting research were all large in magnitude (See Table 3) from PRE to POST for the ABC and the UTP groups and when both groups were combined.”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Results > Research Skills
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.
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
“We observed five broad themes when the participant responses were coded for content analysis: science career affirmation, increased science skills, increased confidence in science ability, increased motivation to pursue a science career, and increased time management and study skills.”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Results > Best Practices and Impact of the Summer Research Experience
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.
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 mentor experience | 18% (9 of 49) | 13% (7 of 53) | 16% (16 of 102)”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Results > Best Practices and Impact of the Summer Research Experience
plainn = 102- 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
“Moderate gains in academic self-efficacy from baseline to post summer research experience were apparent for the UTP participant group (η2, 0.19) and for the combined group (η2, 0.12) but not for the ABC participant group alone (η2, 0.06, see Figure 2).”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Results > Academic and Research Self-efficacy
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 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
“At baseline, the participant academic and research self-efficacy ratings were correlated for the UTP participants (r(43) = 0.42, p = 0.004) but not for the ABC participants (r(45) = 0.27, p = 0.065).”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Results > Academic and Research Self-efficacy
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. 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
“Verbal Persuasionb (Total) | - | 8% (4 of 53) | 4% (4 of 102)”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Results > Best Practices and Impact of the Summer Research Experience
plainn = 53- 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
“Of particular significance, when combined and after the summer research experience, the proportion of ABC and UTP participants that indicated an intent to incorporate research into their future careers increased dramatically to 89% of the sample, and this change was statistically significant (χ 2(1, N = 91) = 2.68, p<0.001).”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Results > Terminal Degree and Research Career Intent
boosteddirectn = 91 ·- 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
“Of the 271 participants included in this study, 51 students have participated in this summer research internship program more than once, and 16 have participated in both the UTP and the ABC program.”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Discussion > Impact of the ABC and UTP Programs on Diversity and Inclusion at LLU
plainn = 271- 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.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“At the time of the summer research experience the ABC participants were different than the UTP participants in two crucial ways: unlike the undergraduates, the high school students had not yet cleared the hurdle of STEM college gateway courses or faced the complex acquisition of science identity.”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Conclusion
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.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“It is important to note that for a small number of participants, it was a combination of two of the listed elements that proved to be the most beneficial.”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Discussion > Participant-identified “Best Practices” and the SRE Impact on Future Goals
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.
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
“Despite the baseline differences, the effect of the research internship was comparable across both groups; that is, both groups reported large, statistically significant gains in research skills and research self-efficacy as a result of the summer research experience.”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Discussion > Participant-assessed Changes in Research Intent, Skills and Self-Efficacy
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.
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
“Table 2 provides convincing evidence that both the ABC and the UTP participants were more likely to consider incorporating research into their future careers after the summer research internship.”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Discussion > Participant-assessed Changes in Research Intent, Skills and Self-Efficacy
boosteddirect- 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 academic self-efficacy means were not statistically different between the two groups whereas the research self-efficacy means were statistically higher for the UTP participants at both time points.”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Discussion > Participant-assessed Changes in Research Intent, Skills and Self-Efficacy
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 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
“we found that academic and research-efficacy were distinct domains and were poorly correlated for the ABC participants before the summer research experience.”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Discussion > Participant-assessed Changes in Research Intent, Skills and Self-Efficacy
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.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“These findings are not surprising given that the ABC students were not science majors and had limited laboratory experience prior to participation in the research internship.”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Discussion > Participant-assessed Changes in Research Intent, Skills and Self-Efficacy
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: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no 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
“A Cronbach’s α coefficient of 0.732 for the academic self-efficacy scale items and a Cronbach’s α coefficient of 0.770 for the research self-efficacy scale items indicate adequate reliability.”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Methods > Statistical Analysis
hedged- 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
“If population projections prove true, the overall minority population will become the majority population by the year 2050 [5]”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Introduction
What the sources say
- Not checked yetcites [5] Ortman JM, Guarneri CE (2009) United States Population Projections: 2000 to 2050.
hedged- 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 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
“and the current underrepresentation trends in STEM fields will continue or worsen unless aggressive measures to prepare, recruit and retain URMs are adopted.”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Introduction
plainconditional- 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.
In the paper
“As of 2010, African Americans, Hispanics, Native Americans, and Native Hawaiian and Pacific Islanders together comprised 31.1% of the total U.S. population”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Introduction
What the sources say
- Not matchedcites U.S. Census Bureau: www.census.gov
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
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.
- Not matched
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
“When possible, enrollment, graduation and posted degree for both undergraduate and graduate education were tracked through the National Student Clearinghouse (www.studentclearinghouse.org).”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Methods > Data Sources
hedged- 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
“A waiver of informed consent for research was approved for this study because the research risks would be minimal and would not adversely affect the rights and welfare of the participants.”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Methods > Data Sources
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.
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
“Data sources for age and GPA were verified using employee files and official application transcripts, respectively.”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Methods > Data Sources
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
“The LLU Institutional Review Board (IRB) determined that this study was exempt from IRB approval as outlined in the federal regulations for the protection of human subjects, 45 CFR Part 46.101(b).”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Methods > Data Sources
What the sources say
- Not matchedcites 45 CFR Part 46.101(b)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
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.
- Not matched
In the paper
“Interventions aimed at strengthening the STEM academic pipeline have prioritized undergraduates and have focused on the undergraduate to graduate level leakage point [2].”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Introduction
What the sources say
- Not checked yetcites [2] National Academy of Sciences, National Academy of Engineering, and Institute of Medicine (2011) Expanding Underrepresented Minority Participation: America’s Science and Technology Talent at the Crossroads: Washington, DC: The National Academies Press.
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.
None of the sources cited for this claim have been checked yet.
In the paper
“making pre-college programs that capitalize on STEM interest and bolster science skills crucial for a successful science career trajectory [10]–[12].”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Introduction
What the sources say
- Not checked yetcites [10] Seymour E, Hewitt NM (1997) Talking about leaving: why undergraduates leave the sciences. Boulder, CO: Westview Press.
- Not checked — no full text of the sourcecites [11] RA Cooper, 2003, Impact of trends in primary, secondary, and postsecondary education on applications to medical school. II: considerations of race, ethnicity, and income, Acad Med source
- Not checked yetcites [12] American Association for the Advancement of Science (2001) In Pursuit of a Diverse Science, Technology, Engineering and Mathematics Workforce: Recommended Research Priorities to Enhance Participation by Underrepresented Minorities. http://ehrweb.aaas.org/mge/Reports/Report1/AGEP/.
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.
In the paper
“it may also point out that ABC students with a STEM interest may be more influenced by an early hands-on research experience than their UTP college student counterparts and may be more likely to choose a research career as a result of this early exposure [22].”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Discussion > Participant-assessed Changes in Research Intent, Skills and Self-Efficacy
What the sources say
- Not checked — no full text of the sourcecites [22] L Oseguera, 2006, The Characteristics and Experiences of Minority Freshmen Committed to Biomedical and Behavioral Science Research Careers, Journal of Women and Minorities in Science and Engineering source
hedgedconditional- 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.
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
“we present the participant self-assessed research skill mean ratings and the research-efficacy mean ratings alongside the self-assessed general academic skill mean ratings and the academic-efficacy mean ratings as standards for comparison.”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Discussion > Limitations and Future Studies
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
“By using the participants as their own controls and by focusing on the changes from their baseline values, we not only dismiss as many of these extraneous sources of variation as possible but also account for the effect of participating in a research internship once.”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Discussion > Limitations and Future Studies
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.
Probably not a substantial claim. It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“Within the social cognitive framework, efficacy beliefs have diverse effects on cognitive, motivational, affective and selection processes [19], [20].”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Discussion > Participant-identified “Best Practices” and the SRE Impact on Future Goals
What the sources say
- Not checked — no full text of the sourcecites [19] A Bandura, 1982, Self-efficacy mechanism in human agency, American Psychologist source
- Not checked yetcites [20] Bandura A (1997) Self-Efficacy: The Exercise of Control New York: W.H. Freeman and Company.
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.
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
“The number of multiple-summer participants may convey participant satisfaction with the summer research internship and is evidence that the participants see the benefits of continued training in our research environment.”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Discussion > Impact of the ABC and UTP Programs on Diversity and Inclusion at LLU
hedgedconditionaln = 271- Asserted: passes — The authors put it forward as true.
- Checkable: unclear — It is unclear whether it could 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
“We point out that self-efficacy is widely believed to be a domain specific, or situation specific, competence belief [20]; therefore, it is appropriate to measure research efficacy independently of academic efficacy in a research internship intervention.”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Discussion > Limitations and Future Studies
What the sources say
- Not checked yetcites [20] Bandura A (1997) Self-Efficacy: The Exercise of Control New York: W.H. Freeman and Company.
boosted- 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.
None of the sources cited for this claim have been checked yet.
In the paper
“Research experiences have also been linked to improved STEM course persistence and improved college graduation rates and GPA outcomes [26], [32], [33], [36], and have provided career path clarification for those with and without prior research interest [27], [29], [31], [34], [39].”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Conclusion
What the sources say
- Not checked — no full text of the sourcecites [26] RS Hathaway, 2002, The Relationship of Undergraduate Research Participation to Graduate and Professional Education Pursuit: An Empirical Study, Journal of College Student Development
- Not checked yetcites [32] Alexander BB, Foertsch J, Daffinrud S (1998) The Spend a Summer with a Scientist Program: An evaluation of program outcomes and the essential elements for success. Madison, WI: University of Madison-Wisconsin, LEAD Center.
- Not checked yetcites [33] Foertsch JA, Alexander BB, Penberthy DL (1997) Evaluation of the UW-Madison’s Summer Undergraduate Research Programs, Final Report: Integrated Analysis of Program Outcome Data, Student Surveys, and Student and Mentor Interviews. Madison, WI: University of Wisconsin-Madison, LEAD Center.
- Not checked — no full text of the sourcecites [36] E Seymour, 2004, Establishing the Benefits of Research Experiences for Undergraduates in the Sciences: First Findings from a Three-Year Study, Science Education 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.
In the paper
“According to the social cognitive theory, shifts in career selection processes may stem from changes in self-efficacy beliefs [20].”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Discussion > Participant-assessed Changes in Research Intent, Skills and Self-Efficacy
What the sources say
- Not checked yetcites [20] Bandura A (1997) Self-Efficacy: The Exercise of Control New York: W.H. Freeman and Company.
hedgedconditional- 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 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
“Since 90% of the UTP students were majoring in a STEM discipline at the time of participation in the program, the 90% STEM degree completion rate in an average of 4 years represents their success in STEM disciplines, especially for those who participated in the research internship after their freshman or sophomore year in college.”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Discussion > Underrepresented Minority STEM Pipeline Progress
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
“According to Chemers, participation in a research experience increases science self-efficacy which in turn enhances science identity and, consequently, leads to a stronger commitment to a STEM career [42].”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Conclusion
What the sources say
- Not checked — no full text of the sourcecites [42] MM Chemers, 2011, The Role of Efficacy and Identity in Science Career Commitment Among Underrepresented Minority Students, Journal of Social Issues 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. 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
“The ABC participants chose mainly biology and biochemistry majors that were consistent with their application interests and with the likely influence of a biomedical research internship.”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Discussion > Underrepresented Minority STEM Pipeline Progress
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.
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
“Similarly, the participant-reported increases in motivation and science confidence may indicate changes in motivational processes.”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Discussion > Participant-identified “Best Practices” and the SRE Impact on Future Goals
hedgedconditional- 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
“We cannot completely account for the selection bias that may be prominent in a research internship program that has both eligibility and selection criteria.”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Discussion > Limitations and Future Studies
hedged- 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
“Ultimately, we believe that our pipeline program is fulfilling its mission to train and build research capacity in the next generation of URM biomedical leaders given that 75% (77 of 103) of those students in graduate programs are enrolled in biomedical research or professional doctoral-level programs.”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Discussion > Underrepresented Minority STEM Pipeline Progress
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.
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
“Based on exit surveys, this intensive immersion is critical for the ABC participants because it provides the students with a real taste for research and allows them to rise to the challenge of making an actual contribution to the project they join.”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Discussion > Participant-assessed Changes in Research Intent, Skills and Self-Efficacy
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.
Probably not a substantial claim. It may state two separate claims as one.
In the paper
“Rather, this finding is consistent with the social cognitive tenet that maintains that cognitive processes are especially influential in the early and intermediate phases of competency development [20].”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Discussion > Participant-identified “Best Practices” and the SRE Impact on Future Goals
What the sources say
- Not checked yetcites [20] Bandura A (1997) Self-Efficacy: The Exercise of Control New York: W.H. Freeman and Company.
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
“Although the results from the paired-data analyses represent a sub-sample of the overall participant group, we are confident that these results are representative of the larger sample because the main components of research internship (i.e., the mentored hands-on research experience) have not changed since the beginning of the program.”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Discussion > Limitations and Future Studies
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: fails — The paper may give no reason why it holds.
Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
- Rests on an assumption: The main components of the research internship have not changed since the beginning of the program.
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
“Vicarious experiences, or social modeling, also likely contributed to the participant perceived changes in research efficacy.”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Discussion > Participant-identified “Best Practices” and the SRE Impact on Future Goals
hedgedconditional- 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.
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
“That is, the ABC students may have been more likely to project the benefits of the research experience into college or science course success.”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Discussion > Participant-identified “Best Practices” and the SRE Impact on Future Goals
hedgedconditional- 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
“therefore, it is appropriate to measure research efficacy independently of academic efficacy in a research internship intervention.”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Discussion > Limitations and Future Studies
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.
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“A pre-college research experience may also increase interest in pursuing a scientific research career [22] as well as increase the likelihood of participating in a health science research opportunity as a first-year college student [30].”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Conclusion
What the sources say
- Not checked — no full text of the sourcecites [22] L Oseguera, 2006, The Characteristics and Experiences of Minority Freshmen Committed to Biomedical and Behavioral Science Research Careers, Journal of Women and Minorities in Science and Engineering source
- Not checked — no full text of the sourcecites [30] S Hurtado, 2008, Training Future Scientists: Predicting First-year Minority Student Participation in Health Science Research, Res High Educ 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.
It may state two separate claims as one.
The paper relies on this without support.
The pre-post changes in terminal degree intent, research career intent, research skills, and self-efficacy observed among participants are attributable to the summer research experience rather than to maturation, selection, or other concurrent factors.
“The results of our study show that our SRE influenced terminal degree intent and increased participant willingness to incorporate research into future careers for both the HS and the UG groups.”
The paper relies on this without support.
The participants' self-reported gains in research skills and self-efficacy reflect actual improvements in those skills and abilities.
“The quantitative data shows that both the HS and the UG participants reported large, statistically significant gains in self-assessed research skills and research self-efficacy.”
The paper relies on this without support.
The findings from the Loma Linda University Summer Health Disparities Research Program can be generalized to structured summer research experiences for high school and undergraduate underrepresented minority students more broadly.
“We conclude that structured SREs can be highly effective STEM strengthening interventions for both UG and HS students and may be a way to measurably increase institutional and biomedical workforce diversity.”
The paper relies on this without support.
An urgent need exists for graduate and professional schools to establish evidence-based STEM pipeline programs to increase the diversity of the biomedical workforce.
“An urgent need exists for graduate and professional schools to establish evidence-based STEM (science, technology, engineering, and math) pipeline programs to increase the diversity of the biomedical workforce.”
The paper relies on this without support.
Capable high school students with strong STEM interest may lack the skills and guided mentoring needed to succeed in competitive STEM fields.
“An untapped yet promising pool of willing participants are capable high school students that have a strong STEM interest but may lack the skills and the guided mentoring needed to succeed in competitive STEM fields.”
The paper relies on this without support.
There is a need for graduate and professional schools to establish evidence-based pipeline programs to increase student diversity in STEM doctoral programs.
“There is a dire need for graduate and professional schools to establish evidence-based pipeline programs that will increase the student diversity of their STEM doctoral degree programs.”
The paper relies on this without support.
The main components of the research internship have not changed since the beginning of the program.
“the main components of research internship (i.e., the mentored hands-on research experience) have not changed since the beginning of the program.”
The paper relies on this without support.
Motivation, affective states and actions are based more on what people believe than on what is objectively true.
“Because motivation, affective states and actions are based more on what people believe than on what is objectively true”
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
“Numerous programs have incorporated peer and faculty mentorship components, demonstrating increased interest in healthcare, higher entry into medical and graduate school, and high student-reported satisfaction [6,17,23].”
From Efficacy of Early Exposure Medical Programs for Underrepresented Students: A Systematic Review (2026) · cites this paper as [17]
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
“By promoting close guidance with individuals with shared identity, students are more likely to develop the confidence, interest, and skills to pursue higher education [6,17,23].”
From Efficacy of Early Exposure Medical Programs for Underrepresented Students: A Systematic Review (2026) · cites this paper as [17]
Experimental — accuracy not yet measuredThe cited source says what the claim attributes to it.
In the citing paper
“Other positive impacts of pathway programs include improvements to participants’ academic and research knowledge, skills, and self-efficacy.17,18,19”
From Perceived Success After Participation in the Summer Health Professions Education Program (2024) · cites this paper as [18]
The cited source says what the claim attributes to it.
In the citing paper
“Hands-on research and mentorship were identified as the most valuable components of the program [17].”
From Efficacy of Early Exposure Medical Programs for Underrepresented Students: A Systematic Review (2026) · cites this paper as [17]
The cited source says what the claim attributes to it.
In the citing paper
“The Loma Linda University (LLU) Summer Health Disparities Research Program provided underrepresented high school and undergraduate students with mentorship, research experience, career development opportunities, and exposure to efforts aimed at reducing health disparities, resulting in significant improvements in research self-efficacy and skills.”
From Efficacy of Early Exposure Medical Programs for Underrepresented Students: A Systematic Review (2026) · cites this paper as [17]
The cited source says what the claim attributes to it.
In the citing paper
“Research-focused programs for underrepresented undergraduate students may influence career decisions, self-confidence, and the intentions to pursue advanced education [12,15,17].”
From Efficacy of Early Exposure Medical Programs for Underrepresented Students: A Systematic Review (2026) · cites this paper as [17]
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.
- Consistentt(90) = -3.12reported p = .002 · recomputed p = .002
“t(90) = −3.12, p = .002”
- Consistentt(90) = -1.99reported p = .049 · recomputed p = .050
“t(90) = −1.99, p = .049”
- Consistentt(90) = -2.83reported p = .006 · recomputed p = .006
“t(90) = −2.83, p = .006”
- Consistentt(90) = -2.44reported p = .017 · recomputed p = .017
“t(90) = −2.44, p = .017”
- Consistentt(90) = -2.8reported p = .006 · recomputed p = .006
“t(90) = −2.80, p = .006”
- Consistentr(43) = 0.42reported p = .004 · recomputed p = .004
“r(43) = 0.42, p = .004”
- Consistentr(45) = 0.27reported p = .065 · recomputed p = .066
“r(45) = 0.27, p = .065”
- Consistentr(43) = 0.45reported p = .002 · recomputed p = .002
“r(43) = 0.45, p = .002”
- Consistentr(45) = 0.42reported p = .003 · recomputed p = .003
“r(45) = 0.42, p = .003”
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
“Vicarious Experiences (Modeling)b (Total) | 22% (11 of 49) | 23% (12 of 53) | 23% (23 of 109)”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Results > Best Practices and Impact of the Summer Research Experience
Reported 23 · recomputed 21.100917
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
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Results > STEM Educational Progress
“Likewise, although 139 undergraduate students participated in the UTP program from 1997–2012, the follow-up data is for 136 participants.”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Methods > History of the Undergraduate Training Program (UTP)
“From 2001 through 2012, a total of 179 summer research internships were awarded to 139 UTP participants, 13 of which participated in the program more than once.”
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
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Results > Best Practices and Impact of the Summer Research Experience
“The encouragement and the support | - | 8% (4 ’of 53) | -”
§ Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program > Results > Best Practices and Impact of the Summer Research Experience
“Verbal Persuasionb (Total) | - | 8% (4 of 53) | 4% (4 of 102)”
Citations
Cites
Self-efficacy: The exercise of control
Bandura, A., Freeman, W. H., & Lightsey, R. (1999) · Journal of Cognitive Psychotherapy · doi:10.1891/0889-8391.13.2.158 · Cited by 46,835
Self-efficacy mechanism in human agency
Bandura, A. (1982) · American Psychologist · doi:10.1037/0003-066x.37.2.122 · Cited by 15,975
Cohen, J. (1992) · Psychological Bulletin · doi:10.1037//0033-2909.112.1.155 · Cited by 8,771
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
Seymour, E., Hunter, A., Laursen, S. L., & DeAntoni, T. (2004) · Science Education · doi:10.1002/sce.10131 · Cited by 1,332
Undergraduate research experiences support science career decisions and active learning
Lopatto, D. (2007) · CBE—Life Sciences Education · doi:10.1187/cbe.07-06-0039 · Cited by 1,009
Survey of undergraduate research experiences (SURE): First findings
Lopatto, D. (2004) · Cell Biology Education · doi:10.1187/cbe.04-07-0045 · Cited by 969
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
Undergraduate Student-Faculty Research Partnerships Affect Studen Retention
Nagda, B. A., Gregerman, S. R., Jonides, J., von Hippel, W., & Lerner, J. S. (1998) · The Review of Higher Education · doi:10.1353/rhe.1998.0016 · Cited by 724
Estrada, M., Woodcock, A., Hernandez, P. R., & Schultz, P. W. (2011) · Journal of Educational Psychology · doi:10.1037/a0020743 · Cited by 546
Research works printed but not linked: 2
- National Academy of Sciences, National Academy of Engineering, and Institute of Medicine (2010) Rising Above the Gathering Storm, Revisited: Rapidly Approaching Category 5: Washington, DC: The National Academies Press.
- National Academy of Sciences, National Academy of Engineering, and Institute of Medicine (2011) Expanding Underrepresented Minority Participation: America’s Science and Technology Talent at the Crossroads: Washington, DC: The National Academies Press.
Cited by
Sorted by citations
Kitchen, J. A., Sonnert, G., & Sadler, P. M. (2018) · Science Education · doi:10.1002/sce.21332 · Cited by 203
Thiem, K. C., & Dasgupta, N. (2022) · Social Issues and Policy Review · doi:10.1111/sipr.12085 · Cited by 142
Krim, J. S., Coté, L. E., Schwartz, R., Stone, E. M., Cleeves, J. J., Barry, K. J., Burgess, W., Buxner, S. R., Gerton, J. M., Horvath, L., et al. (2019) · CBE—Life Sciences Education · doi:10.1187/cbe.19-03-0069 · Cited by 111
Establishing effective STEM mentoring relationships through mentor training
Stelter, R. L., Kupersmidt, J. B., & Stump, K. N. (2020) · Annals of the New York Academy of Sciences · doi:10.1111/nyas.14470 · Cited by 115
Research self-efficacy: A meta-analysis
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Metadata
- Authors
- Salto, L. M., Riggs, M. L., Delgado De Leon, D., Casiano, C. A., & De Leon, M.
- Affiliations
- Loma Linda University (US)
- California State University, San Bernardino (US)
- Venue
- PLoS ONE
- Publisher
- Public Library of Science (PLoS)
- Published
- 2014-09-24
- Volume
- 9
- Issue
- 9
- Pages
- e108497
- ISSN
- 1932-6203 (ISSN-L)
- PMC
- PMC4177228
- OpenAlex
- W2326430778
- Semantic Scholar
- eec30acb3ff228b1278555beacda808c9f5bfb02
- Cited by
- 129
- References
- 44
- Citations by year
- 2026: 8 · 2025: 15 · 2024: 12 · 2023: 12 · 2022: 16 · 2021: 15 · 2020: 17 · 2019: 8 · 2018: 13 · 2017: 4 · 2016: 6 · 2015: 2
- FWCI
- 11.14
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Locations
- PLoS ONE (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Funders
- Loma Linda University
- National Institutes of Health
- National Institute on Minority Health and Health Disparities (P20MD006988, P20MD001632)
- Topics
- Social Sciences › Psychology › Applied Psychology › Career Development and Diversity
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Health and Medical Research Impacts
- Social Sciences › Education › Higher Education Research Studies
- Keywords
- underrepresented minority students, summer research experience, research self-efficacy, mentoring, health disparities research, high school students, undergraduate students, career development, Loma Linda University
- MeSH terms
- Adolescent, Adult, California, Health Services Research, Humans, Minority Groups, Students, Universities, Health Status Disparities, Young Adult
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.
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