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A Mixed-Methods Theory-Based Evaluation of a Program Supporting Underrepresented Minority STEM Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Mixed-Methods Theory-Based Evaluation of a Program Supporting Underrepresented Minority STEM Students./
Author:	Zhang, Yue.
Description:	1 online resource (196 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-09, Section: A.
Contained By:	Dissertations Abstracts International84-09A.
Subject:	Educational evaluation. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30244162click for full text (PQDT)
ISBN:	9798377601531

A Mixed-Methods Theory-Based Evaluation of a Program Supporting Underrepresented Minority STEM Students.
Zhang, Yue.

A Mixed-Methods Theory-Based Evaluation of a Program Supporting Underrepresented Minority STEM Students. - 1 online resource (196 pages)

Source: Dissertations Abstracts International, Volume: 84-09, Section: A.

Thesis (Ph.D.)--University of Minnesota, 2023.

Includes bibliographical references

There is a need to address disparities in the underrepresented minority (URM) STEM students' degree attainment and retention, vs. non-URM students. A literature review suggests that URM STEM students face barriers related to demographic, academic, and social-cognitive factors. The Louis Stokes North Star STEM Alliance (LS-NSSA) seeks to address these factors and promote URM student success in STEM disciplines. However, there is a gap in knowledge regarding LS-NSSA's mechanism and outcomes. The current study investigates factors influencing URM STEM students' retention and graduation, investigates LS-NSSA program effectiveness, and investigates the path by which outcomes are achieved. A theory-based evaluation approach is utilized in an explanatory sequential mixed-methods design guided by LS-NSSA's theory of change. The results of three sub-studies suggest the importance of first-semester experience and academic outcomes for URM STEM students' graduation and retention. Participation in LS-NSSA is associated with a higher level of academic preparation to pursue a bachelor's degree, compared to URM students not affiliated with the program. URM STEM students participating in LS-NSSA's research mentorship programs have higher levels of confidence, interest, science identity, sense of belonging, and commitment to STEM. The current study offers evidence supporting LS-NSSA's theory of change regarding student academic and social-cognitive trajectories. The current study suggests directions for future evaluative studies of LS-NSSA.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798377601531Subjects--Topical Terms:

526425
Educational evaluation.
Subjects--Index Terms:

Mixed methodsIndex Terms--Genre/Form:

542853
Electronic books.

A Mixed-Methods Theory-Based Evaluation of a Program Supporting Underrepresented Minority STEM Students.
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