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Evaluating minority retention programs: problems encountered and lessons learned from the Ohio science and
Jeffry L White1, James W Altschuld, Yi-Fang Lee
1Ashland University, 401 College Ave., 225 Schar Hall, Ashland, OH 44805, USA. jwhite7@ashland.edu
Evaluation and Program Planning
|May 20, 2008
Summary
Minority student retention in science, technology, engineering, and mathematics (STEM) programs is a challenge. This review examines the evaluation of a statewide university partnership designed to improve STEM diversity and retention.
Area of Science:
- Education
- Sociology
- Science, Technology, Engineering, and Mathematics (STEM)
Background:
- Lower retention rates for African-Americans, Hispanics, and Native Americans in STEM fields compared to White or Asian students.
- Disparities in STEM education necessitate targeted interventions and support systems.
Purpose of the Study:
- To retrospectively review the evaluation process of a statewide university partnership aimed at improving STEM retention for underrepresented minorities.
- To identify challenges and lessons learned during the conceptualization and implementation phases of the partnership evaluation.
Main Methods:
- Retrospective review of deliberations and experiences.
- Analysis of problems and issues encountered during the evaluation of a collaborative STEM retention initiative.
Main Results:
- Identified specific challenges in conceptualizing and implementing the evaluation of a multi-university STEM retention partnership.
- Documented practical issues encountered during the assessment of interventions designed to boost minority participation in STEM.
Conclusions:
- Lessons learned from evaluating this STEM retention partnership offer guidance for similar initiatives.
- Findings are applicable to those involved in evaluating collaborative endeavors and STEM diversity programs.
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