Improving STEM Degree Attainment Rates: Lessons from Hispanic Serving Institutions

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dc.contributor.authorGomez, Anaen
dc.contributor.authorPalma Cobian, Krystleen
dc.contributor.authorHurtado, Sylviaen
dc.date.accessed2019-05-21en
dc.date.accessioned2019-06-27T15:50:01Zen
dc.date.available2019-06-27T15:50:01Zen
dc.date.issued2018-04-01en
dc.description.abstractDespite having fewer resources compared to Predominantly White Institutions (PWIs), specific Hispanic Serving institutions (HSIs) are exemplary producers of STEM degrees among underrepresented racial minority (URM) students, meaning that they produce more STEM degrees than expected when taking into account institutional resources and capacity. Using cross-case analysis, this study examines the strategies of 11 exemplary institutions, four of which are HSIs. While some strategies are shared with other institutions that have large minority enrollments, and across all 11 institutions, this paper focuses on the unique strategies that HSIs use to foster achievement and persistence among their undergraduate STEM aspirants.en
dc.description.sponsorshipHigher Education Research Institute & Cooperative Institutional Research Program at UCLAen
dc.format.mimetypeapplication/pdfen
dc.identifier.sourceurlhttps://heri.ucla.edu/pub/AERA-Lessons-from-Hispanic-Serving-Institutions.pdfen
dc.identifier.urihttp://hdl.handle.net/10919/90727en
dc.language.isoenen
dc.publisherHERIen
dc.rightsCreative Commons Attribution-NonCommercial-NoDerivatives 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/en
dc.subjectHispanic Serving institutions (HSIs)en
dc.subjectminority studentsen
dc.subjecthigher education counselingen
dc.subjectSTEM careersen
dc.titleImproving STEM Degree Attainment Rates: Lessons from Hispanic Serving Institutionsen
dc.typeArticleen
dc.type.dcmitypeTexten

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Higher Education Policy for Minorities in the United States