Title
A program aimed toward inclusive excellence for underrepresented undergraduate women in the sciences
Contributors
Creator: Horton, Nicholas J. (Amherst College. Department of Mathematics and Statistics)
Creator: Katz, Laura Aline (Smith College. Department of Biological Sciences)
Creator: Aloisio, Aloisio, Kathryn M. (Smith College. Office of Institutional Research)
Creator: Ly, Minh (Smith College. Office of Institutional Research)
Creator: Pruss, Sara B. (Smith College. Department of Geosciences)
Creator: Queeney, Kate (Smith College. Department of Chemistry)
Creator: Rowan, Cate (Smith College. Office of Institutional Research)
Creator: DiBartolo, Patricia M. (Patricia Marten) (Smith College. Department of Psychology)
Creator: Katz, Laura Aline (Smith College. Department of Biological Sciences)
Creator: Aloisio, Aloisio, Kathryn M. (Smith College. Office of Institutional Research)
Creator: Ly, Minh (Smith College. Office of Institutional Research)
Creator: Pruss, Sara B. (Smith College. Department of Geosciences)
Creator: Queeney, Kate (Smith College. Department of Chemistry)
Creator: Rowan, Cate (Smith College. Office of Institutional Research)
Creator: DiBartolo, Patricia M. (Patricia Marten) (Smith College. Department of Psychology)
Genre
Publication Information
Published Version
Date Issued
2017-03
Note
Final published version appeared in CBE Life Sciences Education.
Abstract
Created to foster inclusive excellence, Smith College's Achieving Excellence in Mathematics, Engineering, and Science (AEMES) Scholars program provides early faculty-mentored research opportunities and other programming as a way to foster success in academic outcomes for underrepresented women in science. Using academic record data, we compared Scholars' outcomes over time with those of underrepresented students before program launch and to relevant peer comparison groups. Since its launch, AEMES Scholars have achieved significantly higher gateway life sciences course grade point averages (GPAs), rates of persistence in life and natural sciences, and participation in natural sciences advanced research relative to baseline. Gains for Scholars in gateway course GPA eliminated the significant gap that previously existed between science, technology, engineering, and mathematics (STEM)-underrepresented and other students, whereas gains in natural sciences persistence now has Scholars continuing in STEM at significantly higher rates than all other students. Many of the gains for AEMES Scholars were echoed in findings of improved outcomes for our STEM students overall since AEMES' launch. Underrepresented students who were not part of the Scholars program also evidenced increased gateway course GPA over this same period. We discuss potential explanations for these outcomes and ongoing work aimed at achieving further inclusive excellence for women in the sciences.
Subjects
Rights
Identifier (DOI)
10.1187/cbe.16-05-0161
Language
English
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