African American college students excelling in the sciences: College and postcollege outcomes in the Meyerhoff Scholars Program

This paper describes and assesses the effectiveness of the Meyerhoff Scholars Program at the University of Maryland, Baltimore County (UMBC). The Program is designed to increase the number of underrepresented minorities who pursue graduate and professional degrees in science and engineering. Until 1996 the program admitted African American students exclusively, and the current study focuses only on students from that group. The Meyerhoff students have achieved higher grade point averages, graduated in science and engineering at higher rates, and gained admittance to graduate schools at higher rates than multiple current and historical comparison samples. Student survey and interview data revealed that a number of program components were viewed as being especially important contributors to students' academic success: Program Community, Study Groups, Summer Bridge Program, Financial Support, Program Staff, and Research Internships and Mentors.fl 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 629 - 654, 2000 In a world increasingly driven by technology, living the American Dream requires more advanced education than ever. Literacy and skills in science and technology are becoming increasingly important; in fact, our economy's future appears tied, at least in part, to the strength of a technology-based workforce. More than three decades ago, the United States Government made a commitment to help African Americans achieve educational parity with the White majority. Although the commitment remains intact, the goal remains unattained (National Task Force on Minority High Achievement, 1999). In 1986, only 1.1% of American citizens receiving doctorates in science, engineering, and mathematics (SEM) were African Americans, even though African Americans represent 12% of the United States population. In 1992, the percentage receiving SEM doctorates was 1.2%, and by 1995 it had increased to only 2.0% (NSF, 1996a, 1996b), despite the fact that proportionately higher numbers of African Americans aspire initially to science graduate degrees than do Caucasians (Elliott, Strenta, Adair, Matier, & Scott, 1995).

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