The impact of the Texas LSAMP program on under-represented minority students at Texas A &amp; M University's College of Engineering: a multi-dimensional longitudinal study

Graham, James M.; Caso, Rita; Rierson, Jeanne; Lee, Jong‐Hwan

doi:10.1109/fie.2002.1158218

Cited by 3 publications

(3 citation statements)

References 3 publications

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“…Programming through LSAMP is supported through grant funding. Research has shown that LSAMP are beneficial and effective for URM STEM students when the programming does not have to navigate policy or legal restraints (e.g., Hopwood Decision) (Graham et al, 2002).…”

Section: A New Frontier?: Lsamp During Times Of Crisismentioning

confidence: 99%

“…Although the strengths and weaknesses of LSAMP vary by state and is dependent on the campuses they are located on (Baber and Jackson, 2018), the programming is considered beneficial for the URM STEM students as well as the institutions involved (Graham et al, 2002;Cox et al, 2012;King et al, 2016;Burt et al, 2020). However, these studies of LSAMP may not be fully reflective of programming during a time of crisis or policy influences on outcomes.…”

Section: A New Frontier?: Lsamp During Times Of Crisismentioning

confidence: 99%

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A Potential Canary in the Coal Mine: A Critical Policy Analysis of the Illinois LSAMP During the COVID-19 Pandemic

et al. 2021

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The COVID-19 pandemic has continued to impact every industry and test problem-solving capabilities and innovation across the board; education is no exception. As institutions continue to adapt to the impacts of the current public health crisis, colleges and universities are also navigating federal policy prompted by the pandemic. Literature has shown the positive influence of organizations, such as the Louis Stokes Alliances for Minority Participation (LSAMP), and, we argue that they can take a more active intermediary approach, that of an Organizational Buffer, to best support their students during times of uncertainty. Current research highlights the disconnect between STEM education and policy, as well as how the pandemic is disproportionately impacting communities of color. The pervasiveness of whiteness within educational policy and the negative impacts of unequal distribution of resources on students of color in STEM highlight the need to center race in a theoretical framework and policy. The purpose of this study was to understand the policy and communication responses to the pandemic as they pertained to supporting student success in STEM. Using the Theory of Racialized Organizations, which is a qualitative case study approach that leverages diffractive readings, was implemented to understand whether educational policy and communication responses during this time have or perpetuated inequitable systems. Guided by the research question, in what ways do pandemic policies and communications bolster the success of underrepresented minoritized students (URM) majoring in STEM, our study found four versions of policymaking (i.e., Performative, Picking Winners and Losers, Stay in your Lane, and Time Burden) that emerged and did not support URM STEM students equitably and consistently. Based on these findings, we present implications for institutional responses, LSAMP-alliance support, and future research.

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Section: A New Frontier?: Lsamp During Times Of Crisismentioning

confidence: 99%

Section: A New Frontier?: Lsamp During Times Of Crisismentioning

confidence: 99%

A Potential Canary in the Coal Mine: A Critical Policy Analysis of the Illinois LSAMP During the COVID-19 Pandemic

et al. 2021

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“…These results add to the knowledge base regarding the effect that mentoring has on the performance of URM students in engineering, which has been observed and reported in the literature to various degrees. Indeed, whereas some authors have reported GPA data showing positive -yet ultimately inconclusivetrends in this regard (Marszalek, Snauffer, Good, Hein, & Monte, 2005), some other authors found an intervention including a mentoring component to have a positive impact on outcomes (including GPA) through a methodologically rigorous study (Graham, Caso, Rierson, & Lee, 2002). While the other outcome models (represented by Tables 3, 5 and 6) do not show significant differences between the groups, all outcomes are shown to be significantly associated with high school GPA.…”

Section: Discussionmentioning

confidence: 99%

Broadening Participation in Engineering through a Research Center-based Mentoring Program (Research)

Santillan‐Jimenez

Hodges

Villasante-Tezanos

et al.

2019 ASEE Annual Conference &Amp; Exposition Proceedings

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is the director of a mentoring program based at the University of Kentucky Center for Applied Energy Research (UK CAER) -and funded by the Broadening Participation in Engineering program of the National Science Foundation -designed to increase the number of African Americans, Hispanics and Native Americans graduating with engineering degrees and pursuing academic careers. Originally from Mexico, Dr. Santillan-Jimenez joined UK first as an undergraduate research intern and then as a graduate student performing his doctoral research at UK CAER and at the University of Alicante (Spain). After obtaining his Ph.D. in 2008, he worked as a postdoctoral fellow at Utrecht University (The Netherlands) prior to retuning to UK CAER, where he now holds the position of Principal Research Scientist. His current research focuses on the application of heterogeneous catalysis to the production of renewable fuels and chemicals, with emphasis on the upgrading of waste and algae oils to drop-in hydrocarbon fuels. His synergistic activities include leading and participating in a number of K-20 educational initiatives designed to increase and broaden participation in STEM fields.

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The Freshman Research Initiative as a Model for Addressing Shortages and Disparities in STEM Engagement

Beckham

Simmons

Stovall

et al. 2015

Directions for Mathematics Research Experience for Undergraduates

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The impact of the Texas LSAMP program on under-represented minority students at Texas A & M University's College of Engineering: a multi-dimensional longitudinal study

Cited by 3 publications

References 3 publications

A Potential Canary in the Coal Mine: A Critical Policy Analysis of the Illinois LSAMP During the COVID-19 Pandemic

A Potential Canary in the Coal Mine: A Critical Policy Analysis of the Illinois LSAMP During the COVID-19 Pandemic

Broadening Participation in Engineering through a Research Center-based Mentoring Program (Research)

The Freshman Research Initiative as a Model for Addressing Shortages and Disparities in STEM Engagement

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