College graduation rates for minority students in a selective technical university: Will participation in a summer bridge program contribute to success?
Open accessAbstract
There are many approaches to solving the problem of underrepresentation of some racial and ethnic groups and women in scientific and technical disciplines. Here, the authors evaluate the association of a summer bridge program with the graduation rate of underrepresented minority (URM) students at a selective technical university. They demonstrate that this 5-week program prior to the fall of the 1st year contains elements reported as vital for successful student retention. Using multivariable survival analysis, they show that for URM students entering as fall-semester freshmen, relative to their nonparticipating peers, participation in this accelerated summer bridge program is associated with higher likelihood of graduation. The longitudinal panel data include more than 2,200 URM students.
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Three studies considered 10 or more cohorts (Murphy et al., 2010; Oppenheimer et al., 2020; Walter & Wade, 2024).
“Notably, one study considered 6 cohorts of students (Evans, 2014) and three studies considered 10 or more cohorts (Murphy et al., 2010;Oppenheimer et al., 2020;Walter & Wade, 2024).”
From Methodological Choices When Assessing Summer Bridge Programs in STEM Majors: A Scoping Review (2026) · cites this paper as Murphy et al., 2010
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Cited by
Sorted by citations
Wibrowski, C. R., Matthews, W. K., & Kitsantas, A. (2017) · Journal of College Student Retention: Research, Theory & Practice · doi:10.1177/1521025116629152 · Cited by 140 · see citing works
A Good Start?: The Impact of Texas’ Developmental Summer Bridge Program on Student Success
Wathington, H., Pretlow, J., & Barnett, E. (2016) · The Journal of Higher Education · doi:10.1353/jhe.2016.0010 · Cited by 31 · see citing works
Methodological Choices When Assessing Summer Bridge Programs in STEM Majors: A Scoping Review
Caballero Díaz, D., Amin, A., Musa, P., & Leung, V. (2026) · Education Sciences · doi:10.3390/educsci16020220
- Authors
- Murphy, T. E., Gaughan, M., Hume, R., & Moore, S. G.
- Affiliations
- Yale University (US)
- University of Georgia (US)
- Georgia Institute of Technology (US)
- Venue
- Educational Evaluation and Policy Analysis
- Published
- 2010-03
- Volume
- 32
- Issue
- 1
- Pages
- 70-83
- ISSN
- 0162-3737 (ISSN-L)
- 1935-1062
- PMC
- PMC3489281
- OpenAlex
- W2165241430
- Cited by
- 105
- References
- 0
- Citations by year
- 2026: 7 · 2025: 2 · 2024: 15 · 2023: 4 · 2022: 3 · 2021: 10 · 2020: 21 · 2019: 8 · 2018: 4 · 2017: 7 · 2016: 6 · 2015: 5 · 2014: 7 · 2013: 4
- FWCI
- 8.54
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Educational Evaluation and Policy Analysis (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- Funders
- National Institute on Aging (P30AG021342)
- Topics
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Safety Research › Career Development and Diversity
- Social Sciences › Sociology and Political Science › Critical Race Theory in Education
- Keywords
- summer bridge programs, underrepresented minority students, graduation rates, student retention, underrepresentation in STEM, women in STEM, first-year students, survival analysis
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