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Implementation and evaluation of a biotechnology research experience for African-American high school students

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  • Boyce, Ayesha S.
  • Avent, Cherie
  • Adetogun, Adeyemo
  • Servance, Lakeita
  • DeStefano, Lizanne
  • Nerem, Robert
  • Platt, Manu O.

Abstract

Exposure to science content and development of excitement for scientific inquiry throughout the high school years are imperative in attracting students into the sciences. The purpose of this article is to report lessons learned and share best practices from the implementation and evaluation of a high school STEM program that aims to provide an authentic research experience for African-American students and expose them to the possibility and benefits of attaining advanced degrees and careers in STEM fields. Participants reported that enriching science experiences improved their college readiness and exposed them to STEM degree and career options. Formative evaluation results lead to the following lessons learned for best practice: 1) Relationships with high schools will facilitate buy-in; 2) Setting clear expectations and assigning responsibilities is essential; 3) Diversity and cultural sensitivity training is necessary; and 4) Programs of this nature need strong evaluation.

Suggested Citation

  • Boyce, Ayesha S. & Avent, Cherie & Adetogun, Adeyemo & Servance, Lakeita & DeStefano, Lizanne & Nerem, Robert & Platt, Manu O., 2019. "Implementation and evaluation of a biotechnology research experience for African-American high school students," Evaluation and Program Planning, Elsevier, vol. 72(C), pages 162-169.
  • Handle: RePEc:eee:epplan:v:72:y:2019:i:c:p:162-169
    DOI: 10.1016/j.evalprogplan.2018.10.004
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    References listed on IDEAS

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    1. Lorena M Salto & Matt L Riggs & Daisy Delgado De Leon & Carlos A Casiano & Marino De Leon, 2014. "Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program," PLOS ONE, Public Library of Science, vol. 9(9), pages 1-13, September.
    2. Chad Loes & Ernest Pascarella & Paul Umbach, 2012. "Effects of Diversity Experiences on Critical Thinking Skills: Who Benefits?," The Journal of Higher Education, Taylor & Francis Journals, vol. 83(1), pages 1-25, January.
    3. Boyce, Ayesha S., 2017. "Lessons learned using a values-engaged approach to attend to culture, diversity, and equity in a STEM program evaluation," Evaluation and Program Planning, Elsevier, vol. 64(C), pages 33-43.
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    Cited by:

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