The Influence of On-Campus, Academic Year Undergraduate Research on STEM Ph.D. Outcomes: Evidence From the Meyerhoff Scholarship Program
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The Meyerhoff Scholarship Program, which celebrated its 20th year in 2008, is considered a successful intervention program for increasing the number of underrepresented minorities who earn Ph.D.s or M.D./Ph.D.s and pursue research careers in science, technology, engineering, and mathematics (STEM). This article examines the relationship between participation in one specific component of the Meyerhoff Scholarship Program—on-campus, academic year research—and the pursuit of a STEM Ph.D. by 13 cohorts of program participants. The results indicate that participation in on-campus, academic year research is associated with a substantial increase in the probability of pursuing a STEM Ph.D. They further suggest that the structure and intensity of the on-campus, academic year research experience matter.
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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.
“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].”
From Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program (2014) · cites this paper as [31]
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Experimental — accuracy not yet measuredParticipation in undergraduate research can influence students' decisions to pursue postgraduate education or a research career in science.
“and influence students’ decisions to pursue postgraduate education or a research career in science (Hathaway et al., 2002; Villarejo et al., 2008; Carter et al., 2009; Schultz et al., 2011; Harsh et al., 2012).”
From Race and Gender Differences in Undergraduate Research Mentoring Structures and Research Outcomes (2017) · cites this paper as Carter et al., 2009
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“The positive impacts of learning communities such as the Meyerhoff Scholars Program [27] and Posse Foundation programs [28] exemplify the important role social integration plays in academic success, which long-standing theories of college persistence have espoused [29–30].”
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- Authors
- Carter, F. D., Mandell, M., & Maton, K. I.
- Affiliations
- University of Maryland, Baltimore County
- Venue
- Educational Evaluation and Policy Analysis
- Published
- 2009-12
- Volume
- 31
- Issue
- 4
- Pages
- 441-462
- ISSN
- 0162-3737 (ISSN-L)
- 1935-1062
- PMC
- PMC3139981
- OpenAlex
- W2047044498
- Cited by
- 130
- References
- 26
- Citations by year
- 2026: 6 · 2025: 6 · 2024: 11 · 2023: 10 · 2022: 10 · 2021: 9 · 2020: 15 · 2019: 7 · 2018: 7 · 2017: 7 · 2016: 8 · 2015: 12 · 2014: 7 · 2013: 4 · 2012: 6
- FWCI
- 9.62
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Educational Evaluation and Policy Analysis (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Funders
- National Institute of General Medical Sciences (R01GM075278)
- Topics
- Social Sciences › Safety Research › Career Development and Diversity
- Social Sciences › Education › Higher Education Research Studies
- Health Sciences › Health Professions › General Health Professions › Doctoral Education Challenges and Solutions
- Keywords
- undergraduate research, underrepresented minorities, intervention effectiveness, diversity in STEM
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