SUPPORTING MINORITY MATHEMATICS ACHIEVEMENT: THE EMERGING SCHOLARS PROGRAM AT THE UNIVERSITY OF TEXAS AT AUSTIN

卷 5, 册 1, 1999, pp. 53-66

DOI: 10.1615/JWomenMinorScienEng.v5.i1.40

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Susan E. Moreno
Department of Sociology, University of Texas at Austin

Chandra Muller
Department of Sociology, University of Texas at Austin

Rose Asera
Charles A. Dana Center, University of Texas at Austin

Lisa Wyatt
Department of Sociology, University of Texas at Austin

James Epperson
Charles A. Dana Center, University of Texas at Austin

摘要

The goal of the Emerging Scholars Program (ESP) at the University of Texas at Austin is to increase the number of freshmen excelling in calculus who come from groups historically underrepresented in mathematics-based disciplines, specifically women, Latinos, African Americans, and students from rural areas. However, the program has always been multiethnic and is open to any interested student, regardless of gender, race, or ethnic group. The ESP is designed to reduce or eliminate the effects of students' background, including race, ethnicity, and gender, on their calculus performance. Results from this study show that students who participate in the ESP have higher odds of earning a grade (A or B) that indicates that they are prepared to continue on to 2nd-semester calculus. In a period of changing affirmative action policy and practice, the findings of this study have significant implications. Our research demonstrates that it is possible to create a diverse setting within an academic context where all participants—majority and minority—appear to benefit.

对本文的引用

Lee Stephen, Crane Brian R., Ruttledge Thomas, Guelce Dominique, Yee Estella F., Lenetsky Michael, Caffrey Matthew, Johnsen Walter De Ath, Lin Anthony, Lu Shuting, Rodriguez Marc-Anthony, Wague Aboubacar, Wu Kane, Nguyen Thai-Huy, Patching a leak in an R1 university gateway STEM course, PLOS ONE, 13, 9, 2018. Crossref
Maton Kenneth I., Beason Tiffany S., Godsay Surbhi, Sto. Domingo Mariano R., Bailey TaShara C., Sun Shuyan, Hrabowski Freeman A., Marsteller Pat, Outcomes and Processes in the Meyerhoff Scholars Program: STEM PhD Completion, Sense of Community, Perceived Program Benefit, Science Identity, and Research Self-Efficacy, CBE—Life Sciences Education, 15, 3, 2016. Crossref
Miller David, Deshler Jessica, McEldowney Tim, Stewart John, Fuller Edgar, Pascal Matt, Michaluk Lynnette, Supporting Student Success and Persistence in STEM With Active Learning Approaches in Emerging Scholars Classrooms, Frontiers in Education, 6, 2021. Crossref
Augustine Brian H., Miller Heather B., Knippenberg M. Todd, Augustine Rachel G., Strategies, Techniques, and Impact of Transitional Preparatory Courses for At-Risk Students in General Chemistry, in Enhancing Retention in Introductory Chemistry Courses: Teaching Practices and Assessments, 1330, 2019. Crossref
MacGregor Jean, Restructuring large classes to create communities of learners, New Directions for Teaching and Learning, 2022, 170, 2022. Crossref

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