Abstract
The retention rates for African-Americans, Hispanics, and Native-Americans in science, technology, engineering, and mathematics (STEM) are lower than those of White or Asian college students. In response, the National Science Foundation formed statewide partnerships of universities to develop programs to address this disparity. The deliberations and experiences in evaluating one such partnership are retrospectively reviewed. Problems and issues encountered during conceptualization and implementation are presented. Lessons learned from this endeavor should generalize to similar situations and provide guidance for others new to or interested in evaluating STEM retention programs as well as those evaluating collaborative endeavors.
| Original language | English |
|---|---|
| Pages (from-to) | 277-283 |
| Number of pages | 7 |
| Journal | Evaluation and Program Planning |
| Volume | 31 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - 2008 Aug |
| Externally published | Yes |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 3 Good Health and Well-being
Keywords
- Minority
- Retention
- STEM evaluation
ASJC Scopus subject areas
- Business and International Management
- Social Psychology
- Geography, Planning and Development
- Strategy and Management
- Public Health, Environmental and Occupational Health
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