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Symposia on Diversity in the Sciences

The Transition to College for Underrepresented Students: Results for Biomedical Aspirants and Racial/Ethnic Minority Students. Symposia on Diversity in the Sciences University of Washington, Harvard University, and University of Louisiana Monroe October 2006

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Symposia on Diversity in the Sciences

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  1. The Transition to College for Underrepresented Students: Results for Biomedical Aspirants and Racial/Ethnic Minority Students Symposia on Diversity in the Sciences University of Washington, Harvard University, and University of Louisiana Monroe October 2006 Sylvia Hurtado, Professor and Director Higher Education Research Institute UCLA

  2. Issues • Era of opportunity? Increasing number of college-age students from historically underrepresented groups and trends in student interest in the biomedical majors and careers. • Racial/ethnic minorities have among the lowest levels of matriculation in biomedical fields and even lower rates of representation in research science careers (NSF, 2003). • Goal: Continue to diversify the pool of research scientists and to increase research in fields that will ultimately improve the health and well-being of underserved communities.

  3. College Entry Social and Academic First Year Experiences First Year Outcomes Multi-InstitutionalCharacteristics Psychological Sense of Integration: Success in Managing the Academic Environment Sense of belonging at the institution Academic Development and Performance Student Background Campus Structures that Link the Social and Academic Systems (specific programs, memberships, courses, advising) Financial Concerns Peer Racial/Dynamics: Quality of cross-racial friendships Racial Climate Competitive Climate Pre-college Academic Achievement Family as External Push or Pull Factor Transition Conceptual Model Note: Model adapted from Nora (2005).

  4. Data and Sample • Data source: • HERI’s 2004 Cooperative Institutional Research Program’s (CIRP) Freshman Survey • YCFY administered at the end of the freshman year, resulting in over 26,000 students at 203 four-year institutions who completed both surveys. • Weighted to correct for non-response bias • Missing value analysis • Sample: • 5,049 students selected in three categories: • URMs science majors • White/ Asian science majors • URM non-science majors

  5. Academic Adjustment: Success in Managing Academic Environment • Constructed by self-assessment of the following (alpha = .78): • Understanding what your professors expect of you academically • Developing effective study skills • Adjusting to the academic demands of college • Managing your time effectively • Getting to know faculty • Three-point scale: 1=unsuccessful to 3=completely successful

  6. Sense of Belonging (at end of 1st year) • Constructed by assessing agreement with the following (alpha = .84): • I see myself as part of the campus community • I feel I am a member of this college • I feel I have a sense of belonging to this college • Three-point scale: 1=strongly disagree to 4=strongly agree

  7. Analysis • Basic Descriptives • Comparison of means on outcomes and key variables (ANOVA & Scheffe’s post-hoc test) for within and between group differences • Series of blocked linear regression analyses of each dependent variable for each of the following categories: • URM science majors • White/ Asian science majors • URM non-science majors

  8. Mean Difference Tests (post-hoc)

  9. Regression: Success at managing academic environment

  10. Regression: Success at managing academic environment (cont).

  11. Regression: Success at managing academic environment (cont).

  12. Regression: Sense of Belonging

  13. Regression: Sense of Belonging (cont.)

  14. Regression: Sense of Belonging (cont.)

  15. Implications More inclusive indicators are needed in studying adjustment and integration models: • Family support is important but unusual responsibilities detract from adjustment and sense of belonging • Burden of financial concerns is more important to science students • Studying the climate and improving intergroup relations is important for campuses achieving both diversity and excellence • Combining CIRP and YFCY captures predisposition and transition and adjustment experiences

  16. Copies of the paper: Publication online first, Research in Higher EducationFor more information on the project, reports of freshmen experiences, presentations: http://www.gseis.ucla.edu/heri/nih This study was made possible by the support of the National Institute of General Medical Sciences, NIH Grant Number 1 RO1 GMO71968-01. This independent research and the views expressed here do not indicate endorsement by the sponsor.

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