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Longitudinal Analysis of a Diversity Support Program in Biology: A National Call for Further Assessment

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dc.contributorCissy Ballen; mjb0100@auburn.eduen_US
dc.creatorBallen, Cissy J.
dc.creatorMason, Nicholas A.
dc.description.abstractNational calls to improve the performance and persistence of students from historically underrepresented backgrounds in science have led to a surge of research on inclusive, evidence-based teaching methods. Less work has revealed the effects of diversity support initiatives that improve campus climate and community cohesion. Here, we examine whether participation in the Biology Scholars Program (BSP) at Cornell University-a diversity support program at a prominent university-affects underrepresented racial minority (URM) student performance. We found that BSP participants are less academically prepared when they enter college but typically have GPAs similar to those of their non-BSP counterparts at graduation, thereby closing achievement gaps. Although the BSP appears to help URM students, we cannot assert that the BSP alone is responsible for these effects; future work should isolate effective strategies that contribute to student success. In response to these results, we lay out strategies that support programs could implement to maximize positive impactsen_US
dc.publisherOXFORD UNIV PRESS; College of Arts and Sciences at Cornell Universityen_US
dc.relation.ispartofJournal of Microbiology and Biology Educationen_US
dc.rightsThis is a post-peer-review, pre-copyedit version of an article published in Bioscicence. Item should be cited as: Cissy J. Ballen, Nicholas A. Mason, Longitudinal Analysis of a Diversity Support Program in Biology: A National Call for Further Assessment, BioScience, Volume 67, Issue 4, April 2017, Pages 367–373,
dc.subjectSTEM equityen_US
dc.subjectscience diversity programen_US
dc.subjectminority studentsen_US
dc.subjectBiology Scholars Programen_US
dc.titleLongitudinal Analysis of a Diversity Support Program in Biology: A National Call for Further Assessmenten_US
dc.type.genreJournal Article, Academic Journalen_US

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