Houston-Louis Stokes Alliance for Minority Participation: Findings from 17 Years of a Multi-Institutional Consortium Focused on Building Minority Student Success in STEM

Ghazzawi, Dina ; Pattison, Donna Lynn ; et al.

In: Electronic Journal for Research in Science & Mathematics Education, Jg. 26 (2022), Heft 3, S. 1-18

academicJournal

This rich, longitudinally descriptive study provides an examination of program outcomes, student characteristics, and workforce outcomes of the Houston-Louis Stokes Alliance for Minority Participation (H-LSAMP) program. Utilizing data from the University of Houston's Education Research Center, this study offers a detailed analysis of the long-term effects of participation in the H-LSAMP program, from high school to university and into the workforce. Findings from this study revealed that only 25% of the high school campuses attended by H-LSAMP students had a high proportion of economically disadvantaged students. In addition, nearly 75% of undergraduate students enrolled in the program graduated within the timeframe of the study, half of which were from Black and Latinx backgrounds.

Titel:	Houston-Louis Stokes Alliance for Minority Participation: Findings from 17 Years of a Multi-Institutional Consortium Focused on Building Minority Student Success in STEM
Autor/in / Beteiligte Person:	Ghazzawi, Dina ; Pattison, Donna Lynn ; Horn, Catherine ; Wilson, Bobby
Link:	http://ejrsme.icrsme.com
Zeitschrift:	Electronic Journal for Research in Science & Mathematics Education, Jg. 26 (2022), Heft 3, S. 1-18
Veröffentlichung:	2022
Medientyp:	academicJournal
ISSN:	2692-241X (electronic)
Schlagwort:	Descriptors: Minority Group Students Student Participation Academic Achievement Success STEM Education Program Effectiveness High School Students Undergraduate Students Summer Programs Transitional Programs Student Financial Aid Student Recruitment Low Income Students Graduation Rate Educational Attainment Racial Differences Gender Differences Graduate Students Geographic Terms: Texas (Houston)
Sonstiges:	Nachgewiesen in: ERIC Sprachen: English Language: English Peer Reviewed: Y Page Count: 18 Sponsoring Agency: National Science Foundation (NSF) Contract Number: 1911310 Document Type: Journal Articles ; Reports - Research Education Level: High Schools ; Secondary Education ; Higher Education ; Postsecondary Education Abstractor: As Provided Entry Date: 2023

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