PredictingTransitionandAdjustmenttoCollege预测的过渡与调整大学课件

1、Predicting Transition and Adjustment to College: Minority Biomedical and Behavioral Science Students First Year of CollegeSylvia Hurtado, June C. Chang, Victor B. Saenz, Lorelle L. Espinosa, Nolan L. Cabrera, & Oscar S. CernaUniversity of California Los Angeles Higher Education Research InstituteAIR

2、 2019 Chicago, IL第1页，共18页。TrendsDemographic shift: Increasing number of college-age students from historically underrepresented backgrounds. URM: African Americans, Latina/os, American Indian/Native AlaskanIncreasing number of college freshmen showing interest in biomedical and behavioral science ma

3、jors (CIRP, 2019).More incoming freshmen report interest in research careers (CIRP, 2019).第2页，共18页。IssuesRacial/ethnic minorities remain underrepresented in a multiplicity of fields and disciplines, especially in the biomedical and behavioral sciences. They have among the lowest levels of matriculat

4、ion in these critical fields and even lower rates of representation in research science careers (NSF, 2019). Goal: Continue to diversify the pool of research scientists and to increase research in fields that will ultimately improve the health and well-being of underserved communities.第3页，共18页。Resea

5、rch QuestionsWhat are the informal and institutional practices that are key factors to URM science students success at managing their academic environment during the first year of college? What are the critical contributors and detractors for URM science student sense of belonging?第4页，共18页。Conceptua

6、l Model Guiding StudyStudent BackgroundPre-college Academic AchievementFinancial ConcernsFamily as External Push or Pull FactorCollege EntrySocial and Academic First Year ExperiencesMulti-Institutional CharacteristicsFirst Year OutcomesCampus Structures that Link the Social and Academic Systems (spe

7、cific programs, memberships, courses, advising)Peer Racial/Dynamics:Quality of cross-racial friendshipsRacial ClimateCompetitive ClimateAcademic Development and PerformancePsychological Sense of Integration:Success in Managing the Academic EnvironmentSense of belonging at the institutionNote: Model

8、adapted from Nora (2019).第5页，共18页。Data and SampleData source:HERIs 2019 Cooperative Institutional Research Programs (CIRP) Freshman SurveyYCFY administered at the end of the freshman year, resulting in over 26,000 students at 203 four-year institutions who completed both surveys.Weighted to correct

9、for non-response biasMissing value analysisSample:5,049 students selected in three categories: URMs science majorsWhite/ Asian science majorsURM non-science majors第6页，共18页。Academic Adjustment: Success in Managing Academic EnvironmentConstructed by self-assessment of the following (alpha = .78):Under

10、standing what your professors expect of you academically Developing effective study skills Adjusting to the academic demands of college Managing your time effectively Getting to know faculty Three-point scale: 1=unsuccessful to 3=completely successful 第7页，共18页。Sense of Belonging (at end of 1st year)

11、Constructed by assessing agreement with the following (alpha = .84):I see myself as part of the campus community I feel I am a member of this college I feel I have a sense of belonging to this college Three-point scale: 1=strongly disagree to 4=strongly agree 第8页，共18页。AnalysisBasic DescriptivesCompa

12、rison of means on outcomes and key variables (ANOVA & Scheffes post-hoc test) for within and between group differencesSeries of blocked linear regression analyses of each dependent variable for each of the following categories:URM science majors White/ Asian science majorsURM non-science majors第9页，共

13、18页。Mean Difference Tests (post-hoc)第10页，共18页。Regression: Success at managing academic environment第11页，共18页。Regression: Success at managing academic environment (cont).第12页，共18页。Regression: Success at managing academic environment (cont).第13页，共18页。Regression: Sense of Belonging第14页，共18页。Regression:

14、Sense of Belonging (cont.)第15页，共18页。Regression: Sense of Belonging (cont.)第16页，共18页。ImplicationsMore inclusive indicators are needed in studying adjustment and integration models:Family support is important but unusual responsibilities detract from adjustment and sense of belongingBurden of financia

15、l concerns is more important to science studentsStudying the climate and improving intergroup relations is important for campuses achieving both diversity and excellence Combining CIRP and YFCY captures predisposition and transition and adjustment experiences第17页，共18页。For more information on the project and copies of the /heri/nihThis