Graduate school preparation from the Ronald E. McNair Postbaccalaureate Achievement Program: A systematic review

Renbarger, Rachel

doi:10.32674/hepe.v5i1.1139

Cited by 8 publications

(7 citation statements)

References 26 publications

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“…This study provides evidence that participants in the McNair Scholars program have high odds of enrolling in graduate school, yet this effect varies by institution. These results are consistent with other TRIO studies that found that campuses implement programs for marginalized students in different ways to adapt to their own contexts (Bowden & Belfield, 2015) as well as the most recent MSP research (e.g., Renbarger, 2019;Renbarger & Beaujean, 2020) that indicates MSPs benefit participants yet add nuance to the field regarding programmatic factors that relate to student success.…”

Section: Model 2 -Odds Of Enrolling In Graduate School Conditioned On Undergraduate Completionsupporting

confidence: 90%

Helping Students From the McNair Scholars Program Enroll in Graduate School: A Multilevel Modeling Examination

Renbarger¹,

Morgan²,

Prochnow³

2021

J-CASP

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Due to structural educational inequity, students who are first-generation, low-income, and certain students of color have lower graduate degree attainment compared to their peers. One national program, the Ronald E. McNair Post- Baccalaureate Achievement Program, serves students from these groups to increase the number of students from these backgrounds who enroll in graduate school and obtain a doctoral degree. This study utilized federal data to examine graduate school enrollment rates for students from this program and understand variation among programs in students enrolling in graduate school. Results indicate that program funding and length of time funded do not statistically and significantly relate to graduate enrollment rates. Additionally, the program works better to help students who were able to graduate with an undergraduate degree. The article concludes with practical implications for those in higher education and limitations of the study.

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Section: Model 2 -Odds Of Enrolling In Graduate School Conditioned On Undergraduate Completionsupporting

confidence: 90%

Helping Students From the McNair Scholars Program Enroll in Graduate School: A Multilevel Modeling Examination

Renbarger¹,

Morgan²,

Prochnow³

2021

J-CASP

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“…15,16 Postbaccalaureate programs can prepare students for graduate work supplementing courses missing from undergraduate training, particularly in biostatistics, where students may not have taken calculus and/or linear algebra. [17][18][19][20][21] Similarly, summer "bootcamps" (before the first year of graduate school) can help prepare students for the transition to graduate coursework and supplement their skills (eg, statistical programming, linear algebra, biology).…”

Section: Discussionmentioning

confidence: 99%

Racial and Ethnic Diversity Among Students, Graduates, and Faculty in Biostatistics and Epidemiology, 2010-2020

et al. 2022

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Objective: This study is a follow-up to a study in 2020 that reviewed changes in the racial and ethnic composition of public health students, graduates, and faculty among Association of Schools and Programs of Public Health (ASPPH)–member institutions. In the current study, we evaluated how the racial and ethnic composition among biostatistics and epidemiology students, graduates, and faculty changed from 2010 to 2020. Methods: We analyzed data on race and ethnicity of enrolled graduate students, graduates (master’s and doctoral), and faculty at ASPPH-member institutions by using institutionally reported data from the ASPPH Data Center. We tabulated frequencies, percentages, and percentage-point changes by race and ethnicity. We measured differences between groups by using a test for difference in 2 proportions. Results: The number of enrolled students, graduates, and faculty in all departments increased during the study period, while the number of tenure-track faculty in biostatistics decreased. The percentage of enrolled Hispanic/Latino biostatistics graduate students increased from 5.6% in 2010 to 10.2% in 2020 ( P = .007), and the percentage of epidemiology graduates increased from 8.8% to 13.8% ( P = .008). We found no differences among other underrepresented racial and ethnic groups. Most biostatistics and epidemiology professors at all ranks were non-Hispanic White, despite substantial decreases. The percentage of underrepresented racial and ethnic minority biostatistics and epidemiology professors was constant across all ranks. Conclusion: Although more Hispanic/Latino students are enrolled in and graduating from biostatistics and epidemiology departments at ASPPH-member institutions, we found no change among faculty. More work is needed to recruit and retain other (American Indian/Alaska Native, Black or African American, Native Hawaiian/Other Pacific Islander) underrepresented students and faculty.

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“…Additional academic benefits include learning about graduate schools, researching possible graduate programs, receiving academic counseling, and preparing for the GRE (Gallagher Trayhan, 2010;Greene, 2007;Lewis, 2007;Restad, 2014;Thomas, 2012). Previous studies have indicated that being an MSP scholar increased the likelihood of graduating with a bachelor's degree on time (Ishiyama & Hopkins, 2003) and enrolling in graduate school (Renbarger & Beaujean, 2020;Seburn et al, 2005).…”

Section: Previous Research On Mcnair Programsmentioning

confidence: 99%

“…While the literature on MSPs highlights many positive impacts of the program, the majority of the literature does not focus on the program's ultimate goal: doctoral degree attainment. Additionally, almost none of the previous literature on MSPs has utilized a theoretical framework that focused on the specific strengths and needs of graduate students (Renbarger, 2019). As such, the purpose of this study, therefore, is to examine how McNair Scholars used the McNair Scholars Program using Gardner's (2009) framework on doctoral student success and understand how the MSP helped students (or not) throughout all phases of their doctoral studies.…”

Section: Study Purposementioning

confidence: 99%

Doctoral Degree Attainment From Ronald E. McNair Scholars Program Alumni: An Explanatory Embedded Case Study

2021

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Due to structural inequity, White students, those whose parents attained a university degree, and those from upper/middle class households are more likely to attain a doctoral degree. One federal program, the Ronald E. McNair Post-baccalaureate Achievement Program, provides undergraduates with academic and financial support to help marginalized students enroll and succeed in graduate school. However, little research has examined how this program has helped students attain the ultimate goal of a PhD. In this explanatory, embedded case study, 12 participants described how the program provided financial, academic, and social supports from peers, faculty, and staff during their doctoral programs.

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Graduate school preparation from the Ronald E. McNair Postbaccalaureate Achievement Program: A systematic review

Cited by 8 publications

References 26 publications

Helping Students From the McNair Scholars Program Enroll in Graduate School: A Multilevel Modeling Examination

Helping Students From the McNair Scholars Program Enroll in Graduate School: A Multilevel Modeling Examination

Racial and Ethnic Diversity Among Students, Graduates, and Faculty in Biostatistics and Epidemiology, 2010-2020

Doctoral Degree Attainment From Ronald E. McNair Scholars Program Alumni: An Explanatory Embedded Case Study

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