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Investigating Gender and Racial/Ethnic Differences in Graduate School Enrollment Rates among McNair Scholars

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Links to Files

https://static1.squarespace.com/static/614438921c60763850a87996/t/63332f4288c6da277b000eac/1664298822826/OMJ+Vol+4.pdf#page=4

Permanent Link

http://hdl.handle.net/11603/26254

Collections

UMBC McNair Scholars Program
About UMBC and Its People
UMBC Staff Collection

Author/Creator

Author/Creator ORCID

Date

2022

Type of Work

journal articles
Text

Department

Program

Citation of Original Publication

" Breen, Stephaine M. and Antoinette NewsomeInvestigating Gender and Racial/Ethnic Differences in Graduate School Enrollment Rates among McNair Scholars. Opportunity Matters: Journal of Access and Opportunity in Education 4 (2022), pp 2-19. https://static1.squarespace.com/static/614438921c60763850a87996/t/63332f4288c6da277b000eac/1664298822826/OMJ+Vol+4.pdf#page=4"

Rights

This item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.

Subjects

McNair Scholars Program
Gender
Graduate school enrollment
McNair Scholars' outcomes
Race

Abstract

The McNair Scholars Program aims to increase graduate school enrollment for low-income, first-generation, and underrepresented minority students with the goal of Ph.D. attainment. This study explores graduate school enrollment rates among University of Maryland, Baltimore County (UMBC) McNair Scholars using Astin’s (1993) IEO Model. Utilizing UMBC McNair Program’s Annual Performance Reporting (APR) datasets from 2010-2020, we conduct crosstabulations and logistic regression to examine what input and environmental factors contribute to graduate school enrollment for 117 UMBC McNair Scholars. While findings reveal no statistical significance in input and environmental factors, we found differences in enrollment rates across some racial/ethnic and gender groups. Implications of this study suggest that provisions for data collection and self-reporting practices must become standardized to increase program and evaluation effectiveness.