Managing transitions, building bridges
An evaluation of a summer bridge program for African American scientists and engineers
Bibliographic Data
| ID | 13017342 |
|---|---|
| Authors | Jennifer M Johnson (0000-0002-0593-2945, Bowie State University, corresponding author) |
| Year | 2016 |
| Volume | 10 |
| Issue | 2 |
| Pages | 206-216 |
| Publication date | 2016-06-13 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal for Multicultural Education (JOURNAL) |
| Journal identifiers | ISSN: 2053-535X • E-ISSN: 2053-5368 |
| Publisher | Emerald Publishing Limited (PUBLISHER • GB) |
| DOI | 10.1108/jme-01-2016-0010 |
| OpenAlex | W2469428642 |
| Language | EN |
| Citations received | 4 |
| References cited | 11 |
Purpose This paper aims to highlight the potential of science, technology, engineering and mathematics (STEM) summer bridge programs to promote college persistence by fostering a positive science identity among participants that is culturally consistent with the values and experiences of African American students. Design/methodology/approach This case study included demographic data, journals, a focus-group interview and program evaluation reports. Carlone and Johnson’s (2007) grounded model of science identity provided a culturally sensitive framework for examining science experiences of minority students. Findings In a program that emphasized the academic readiness of students pursing bachelor’s degrees in science and engineering programs, the salience of students’ science identity was intricately related to their commitment to STEM. Research limitations/implications Understanding the program’s cultural components was not a specific objective of the study, but emerged as an important feature of students’ experiences and commitment to degree completion. Practical implications The program could assist students’ development of a science identity through the deliberate inclusion of activities and experiences that are culturally congruent with the students’ racial/ethnic identity. Originality/value Little empirical research is available to assess bridge programs for African Americans pursuing STEM degrees. Analyzing students’ transition from high school to college, within the context of a summer bridge program, affords a better understanding of how students navigate the early social and academic aspects of college and how participation in bridge helps plug the leaky pipeline to careers in STEM
Bachelor · Bridge (graph theory · Context (archaeology · Creativity · Ethnic group · Identity (music · Inclusion (mineral · Originality · Pedagogy · Political science · Salience (neuroscience · Sociology · Career Development and Diversity · Education, Achievement, and Giftedness · Higher Education Research Studies · Medicine · Psychology · Social Psychology
Methodological Choices When Assessing Summer Bridge Programs in STEM Majors
The Impact of Participating in College-Run STEM Clubs and Programs on Students’ STEM Career Aspirations
Significance of race in the US undergraduate public relations educational landscape
Troubling transitions and celebrating becomings
The Color of Success
Influences on the Choice of Math/Science Major by Gender and Ethnicity
Self-Efficacy, Stress, and Academic Success in College
Understanding the science experiences of successful women of color
Impressions
The Critical Thinking Skills of Minority Engineering Students
Bridging the Pipeline
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,5 |
| Citation span | 2018 - 2026 (9) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |