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Considering Student Voices: Examining the Experiences of Underrepresented Students in Intervention Programs

Qualitative studies that examine the experiences of underrepresented minority students in science, technology, engineering, and mathematics fields are comparatively few. This study explores the self-reported experiences of underrepresented graduate students in the biomedical sciences of a large, mid...

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Detalles Bibliográficos
Autor principal: Gibau, Gina Sanchez
Formato: Online Artículo Texto
Lenguaje:English
Publicado: American Society for Cell Biology 2015
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4710386/
https://www.ncbi.nlm.nih.gov/pubmed/26163562
http://dx.doi.org/10.1187/cbe.14-06-0103
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author Gibau, Gina Sanchez
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description Qualitative studies that examine the experiences of underrepresented minority students in science, technology, engineering, and mathematics fields are comparatively few. This study explores the self-reported experiences of underrepresented graduate students in the biomedical sciences of a large, midwestern, urban university. Document analysis of interview transcripts from program evaluations capture firsthand accounts of student experiences and reveal the need for a critical examination of current intervention programs designed to reverse the trend of underrepresentation in the biomedical sciences. Findings point to themes aligned around the benefits and challenges of program components, issues of social adjustment, the utility of supportive relationships, and environmental impacts.
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spelling pubmed-47103862016-01-13 Considering Student Voices: Examining the Experiences of Underrepresented Students in Intervention Programs Gibau, Gina Sanchez CBE Life Sci Educ Article Qualitative studies that examine the experiences of underrepresented minority students in science, technology, engineering, and mathematics fields are comparatively few. This study explores the self-reported experiences of underrepresented graduate students in the biomedical sciences of a large, midwestern, urban university. Document analysis of interview transcripts from program evaluations capture firsthand accounts of student experiences and reveal the need for a critical examination of current intervention programs designed to reverse the trend of underrepresentation in the biomedical sciences. Findings point to themes aligned around the benefits and challenges of program components, issues of social adjustment, the utility of supportive relationships, and environmental impacts. American Society for Cell Biology 2015-09-03 /pmc/articles/PMC4710386/ /pubmed/26163562 http://dx.doi.org/10.1187/cbe.14-06-0103 Text en © 2015 G. S. Gibau. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0). “ASCB®”and “The American Society for Cell Biology ®” are regis-tered trademarks of The American Society for Cell Biology.
spellingShingle Article
Gibau, Gina Sanchez
Considering Student Voices: Examining the Experiences of Underrepresented Students in Intervention Programs
title Considering Student Voices: Examining the Experiences of Underrepresented Students in Intervention Programs
title_full Considering Student Voices: Examining the Experiences of Underrepresented Students in Intervention Programs
title_fullStr Considering Student Voices: Examining the Experiences of Underrepresented Students in Intervention Programs
title_full_unstemmed Considering Student Voices: Examining the Experiences of Underrepresented Students in Intervention Programs
title_short Considering Student Voices: Examining the Experiences of Underrepresented Students in Intervention Programs
title_sort considering student voices: examining the experiences of underrepresented students in intervention programs
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4710386/
https://www.ncbi.nlm.nih.gov/pubmed/26163562
http://dx.doi.org/10.1187/cbe.14-06-0103
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