scholarly journals When Football Programs Increase the Racial and Gender Diversity at Small, Private Colleges

2021 ◽  
pp. 61-90
Author(s):  
Joe Mullins ◽  
Daniel Teodorescu
Keyword(s):  
Private Colleges ◽  
Gender Diversity ◽  
Student Enrollment ◽  
Underrepresented Minority ◽  
Student Body ◽  
Underrepresented Minority Students ◽  
Enrollment Trends ◽  
Football Programs ◽  
New Research ◽  
Athletic Leaders

Abstract: This research examined if the addition of new small, private college football programs increased the diversity of enrollment on campus and provided opportunities for underrepresented minority students to earn a college degree. The researchers examined enrollment trends at 150 private small colleges: 50 that started new football programs between the years of 1990-2013, 50 that had existing football programs, and 50 without football programs during the same period. The study found that the percentage of small private colleges that experienced high increases in minorities and male students (5% or higher) was higher among the colleges that started a new football program than at institutions with existing football programs or institutions without football programs. The study’s findings provide valuable information for college administrators considering adding a new football program at their institution. The study also contributes new research that explores how adding a new football program impacts the diversity of student enrollment at small, private collegiate institutions. Enrollment management directors must become more aware of the need to hire diverse faculty and staff that can better relate to and serve a diverse student body. In addition, athletic leaders can approach college decision makers with information related to how the addition of a new football program will affect the diversity of student enrollment.

Interdisciplinary Entrepreneurship Education: Exploring 10-Year Trends in Student Enrollment, Interest and Motivation

2021 ◽  
pp. 251512742097919
Author(s):  
Soohyun Yi ◽  
Nathalie Duval-Couetil
Keyword(s):  
Undergraduate Students ◽  
International Student ◽  
Business Students ◽  
Entrepreneurship Education ◽  
Student Enrollment ◽  
Program Outcomes ◽  
Engineering Technology ◽  
Enrollment Trends ◽  
And Gender ◽  
New Research

Interdisciplinary entrepreneurship programs are becoming the norm rather than the exception at universities across the world. This paper examines trends in student enrollment, interests, motivations, career goals, and perceived competency over the past decade at a large public university offering an entrepreneurship credential to undergraduate students in all majors. Several trends were identified via pre- and post-program surveys ( n = 5,271 and n = 1,323) administered to participants. Engineering, technology, science, and international student enrollment grew; the motivations and interests of non-business students evolved slightly over time; and gender differences, but not disciplinary ones, were detected in relation to program outcomes and perceived effectiveness. Implications of this work for entrepreneurship education include showing how monitoring enrollment trends can inform program development and serve as a foundation for new research questions.

scholarly journals “Looking at Myself in the Future”: how mentoring shapes scientific identity for STEM students from underrepresented groups

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Kaitlyn Atkins ◽  
Bryan M. Dougan ◽  
Michelle S. Dromgold-Sermen ◽  
Hannah Potter ◽  
Viji Sathy ◽  
...  
Keyword(s):  
Career Pathways ◽  
Underrepresented Minority ◽  
Stem Fields ◽  
Underrepresented Minority Students ◽  
Research Mentorship ◽  
Demographic Similarity ◽  
Stem Students ◽  
And Mathematics ◽  
Scientific Identity ◽  
The Relationship

Abstract Background Mentorship has been well-established in the literature as fostering scientific identity and career pathways for underrepresented minority students in science, technology, engineering, and mathematics (STEM) fields. Mentorship is prioritized by programs that aim to increase diversity and support future leadership in STEM fields, but in-depth understanding of mentorship in these contexts remains limited. Drawing on qualitative interview data, we sought to understand the relationship between mentoring and scientific identity among a diverse sample of 24 students in one such program, in order to inform program development. Results Qualitative analysis of the data revealed that mentorship, especially research mentorship, was common and played a role in formation of scientific identity. Students with research mentors tended to say they strongly identified as scientists, whereas those who lacked research mentorship varied in their level of scientific identity. In interviews, research-mentored students described mentors as colleagues who gave them opportunities to grow and as examples to look up to. Students valued mentors with whom they identified on the basis of demographic similarity or shared values, as well as those who challenged them in their academic and research endeavors. Conclusions Our analysis highlights how different mentoring experiences can contribute to development of future STEM leadership. We discuss implications for practice, including the need for tailored mentoring approaches and research-focused mentoring, and offer several recommendations for research and programming.

scholarly journals The influence of expressive and instrumental social capital from parents on women and underrepresented minority students’ declaration and persistence in engineering majors

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Ellen Puccia ◽  
Julie P. Martin ◽  
Chrystal A. S. Smith ◽  
Gladis Kersaint ◽  
Rebecca Campbell-Montalvo ◽  
...  
Keyword(s):  
Social Capital ◽  
Minority Students ◽  
Transition To Adulthood ◽  
Undergraduate Students ◽  
White Women ◽  
Underrepresented Minority ◽  
Engineering Majors ◽  
Underrepresented Minority Students ◽  
Parental Encouragement ◽  
And Mathematics

Abstract Background Social capital, defined as the people one knows and the resources available through that network of people, has been a key variable in research examining the participation of women and underrepresented minority students in science, technology, engineering, and mathematics (STEM). This study focuses on two types of social capital: instrumental (concrete advice and resources) and expressive (emotional support and encouragement). The analysis of interviews with 55 White women and women and men underrepresented minority engineering undergraduate students shows how the instrumental and expressive social capital received from parents influenced their students’ declaration of and persistence in the engineering major. Within this analysis, we considered students’ transition to adulthood and the corresponding expectation that parents would still provide support but allow their children to independently determine their own paths. Results Participants shared the advice they received from people in their social networks, with the majority of participants highlighting parents as a major contributor of instrumental and expressive social capital. Instrumental social capital was helpful in students’ major declarations and offered them an opportunity to further develop their interests and aptitude in STEM as well as a pathway for obtaining an engineering degree. During the first year of their engineering major, students relied heavily on the expressive social capital of parents when considering whether to stay in engineering; parental encouragement of “you can do it” became a common resource. Conclusions These findings offer nuance to explanations of social capital’s influence on STEM degree major declaration and persistence, which often use deficit approaches. In highlighting the resources of social capital, especially expressive support, this work offers educators a new frame of reference for building upon the valuable advice offered by parents to their children completing engineering majors.

scholarly journals The Role of Altruistic Values in Motivating Underrepresented Minority Students for Biomedicine

BioScience ◽  
2014 ◽  
Vol 65 (2) ◽  
pp. 183-188 ◽  
Author(s):  
Dustin B. Thoman ◽  
Elizabeth R. Brown ◽  
Andrew Z. Mason ◽  
Allen G. Harmsen ◽  
Jessi L. Smith
Keyword(s):  
Minority Students ◽  
Underrepresented Minority ◽  
Underrepresented Minority Students

scholarly journals Case Study: Decline In CIS/IT Degree Enrollment At A Medium-Sized University

2011 ◽  
Vol 3 (3) ◽  
Author(s):  
Gary Alan Davis ◽  
G. James Leone
Keyword(s):  
The United States ◽  
Student Enrollment ◽  
Degree Programs ◽  
Enrollment Trends ◽  
Department Of Labor ◽  
Robert Morris ◽  
Marked Decline ◽  
In Cis ◽  
It Skills

<p class="NormalNoIndent" style="text-align: justify; line-height: normal; margin: 0in 0.5in 0pt; tab-stops: .5in;"><span style="font-size: 10pt;"><span style="font-family: Times New Roman;">Within the past few years, colleges and universities in the United States and worldwide have noted a marked decline in the number of students enrolling in Computer and Information Systems (CIS) and Information Technology (IT) degree programs. With the potential for a rebounding U.S. economy, this shortage of new CIS and IT professionals gives cause for concern. The goal of the present research was to analyze CIS and IT enrollment trends at Robert Morris University and determine appropriate courses of action for meeting the anticipated demand for CIS/IT graduates. The study involved comparative and forecast analyses using actual student enrollment statistics and U.S. Department of Labor statistics. Forecast projections were determined out to and including the year 2013. The findings of the research suggest that CIS and IT degree enrollment at Robert Morris University lags associated employment trends in CIS/IT&ndash;related fields. Further, the findings parallel the analyses of other institutes of higher education, in which CIS/IT student enrollment projections are indicative of a shortage of information professionals over the next ten years. Based on the findings of the present study, the authors make several recommendations to Robert Morris University faculty and administration regarding strategies to address the ensuing CIS/IT skills gap.</span></span></p>

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