Minorities in science and engineering: Patterns for success

Abstract

The purpose of this study was to explore the bases of minority student persistence in Science and Engineering (S/E). Statistical and qualitative methods were employed. Undergraduate minority student graduation rates in S/E from 1981 to 1990 were analyzed at 1,492 public and private U.S. colleges and universities and a national field study component, which included surveys and interviews, was conducted. The results indicated that effective persistence strategies for African American, Hispanic and Native American students would involve assisting students to clarify goals, facilitating minority students as role models for each other, developing peer tutoring to maintain continuous study skills enhancement, engaging faculty in social interactions with students, and enhancing financial support. Explaining the sources and reasons for success in minority student persistence in S/E could impact national educational policy and collegiate level practices in order to increase retention.