Nationally, underrepresented minorities entering into science, technology, engineering, and mathematics (STEM) undergraduate programs have low completion rates.  The Higher Education Research Institute found that Latino, Black, and Native American students completed STEM degree programs within 5 years at rates of 22%, 18%, and 19%, respectively. United States census data and projections suggest that minorities will soon comprise greater than 50% of the population. Accordingly, the disparity in the success of minorities in STEM degree programs represents a critical underutilization of U.S. human resources and should be a cause for national alarm. There are numerous programs at both minority-serving institutions and traditionally majority institutions that demonstrate dramatic success in increasing student persistence in these challenging degree programs. It is vitally important to understand education models that support minority student success to inform best practices for catalyzing increased diversity in STEM. This work requests an empirical inquiry into education models implemented within two universities located within the southern U.S.

Catalyzing diversity through mentoring and undergraduate research

247th National Meeting (2014)

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