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BUILDing SCHOLARS: A program exemplar at a Hispanic serving institution to develop biomedical researchers

Author

Listed:
  • Rafael Aguilera
  • Guadalupe Corral
  • Angelica Monarrez
  • Amy E Wagler
  • Lourdes E Echegoyen

Abstract

The student development initiatives of the BUILDing SCHOLARS Center at The University of Texas at El Paso comprise a program intended to prepare undergraduate students to enter and succeed in advanced graduate and professional biomedical degree programs, ultimately contributing to the diversity of the biomedical research workforce. The program adopted the Johnson/Bozemann Asset Bundles model, which recommends addressing five areas necessary to support minority students as they prepare for and continue towards scientific careers: a) educational endowments, b) science socialization, c) network development, d) family expectations and e) material resources. Through a variety of activities, which included a minimum of two years of research training, all five asset bundles were integrated into the program. Validated scales on science identity and research self-efficacy were completed by program fellows, and academic metrics such as retention, grade point average (GPA), and time to degree were collected for both program fellows and a comparison group. Thorough records of all students who participated in the program, including their presentations and co-authored publications, have been maintained, and students are being tracked post-graduation to determine their entry and completion of advanced degrees. Academic-based results for the first three cohorts of program participants show large, significant, and positive differences in retention, 4-year graduation rates and entry into advanced degrees between program participants and the comparison group. Comparison of academic and non-academic metrics indicate that the asset bundles approach is effective in retaining and preparing students for advanced degrees and careers in STEM disciplines. Using our results in combination with research by others on retention of students in STEM, we suggest factors contributing to the push-out of very talented majority Hispanic students in the comparison group from completing STEM degrees or not pursuing advanced studies in STEM areas.

Suggested Citation

  • Rafael Aguilera & Guadalupe Corral & Angelica Monarrez & Amy E Wagler & Lourdes E Echegoyen, 2024. "BUILDing SCHOLARS: A program exemplar at a Hispanic serving institution to develop biomedical researchers," PLOS ONE, Public Library of Science, vol. 19(12), pages 1-21, December.
    • Handle: RePEc:plo:pone00:0315298
    DOI: 10.1371/journal.pone.0315298
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    References listed on IDEAS

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    1. Matthew Leone & Robert G. Tian, 2009. "Push Vs Pull: Factors Influence Student Retention," American Journal of Economics and Business Administration, Science Publications, vol. 1(2), pages 122-132, June.
    2. Bedoor K. AlShebli & Talal Rahwan & Wei Lee Woon, 2018. "The preeminence of ethnic diversity in scientific collaboration," Nature Communications, Nature, vol. 9(1), pages 1-10, December.
    3. Julie J. Park & Young K. Kim & Cinthya Salazar & Shannon Hayes, 2020. "Student–Faculty Interaction and Discrimination from Faculty in STEM: The Link with Retention," Research in Higher Education, Springer;Association for Institutional Research, vol. 61(3), pages 330-356, May.
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