Maton Kenneth I, Pollard Shauna A, McDougall Weise Tatiana V, Hrabowski Freeman A
University of Maryland, Baltimore, MD, USA.
Mt Sinai J Med. 2012 Sep-Oct;79(5):610-23. doi: 10.1002/msj.21341.
The Meyerhoff Scholars Program at the University of Maryland, Baltimore County is widely viewed as a national model of a program that enhances the number of underrepresented minority students who pursue science, technology, engineering, and mathematics PhDs. The current article provides an overview of the program and the institution-wide change process that led to its development, as well as a summary of key outcome and process evaluation research findings. African American Meyerhoff students are 5× more likely than comparison students to pursue a science, technology, engineering, and mathematics PhD. Program components viewed by the students as most beneficial include financial scholarship, being a part of the Meyerhoff Program community, the Summer Bridge program, study groups, and summer research. Qualitative findings from interviews and focus groups demonstrate the importance of the Meyerhoff Program in creating a sense of belonging and a shared identity, encouraging professional development, and emphasizing the importance of academic skills. Among Meyerhoff students, several precollege and college factors have emerged as predictors of successful entrance into a PhD program in the science, technology, engineering, and mathematics fields, including precollege research excitement, precollege intrinsic math/science motivation, number of summer research experiences during college, and college grade point average. Limitations of the research to date are noted, and directions for future research are proposed.
马里兰大学巴尔的摩县分校的迈耶霍夫学者项目被广泛视为一个全国性的典范项目，该项目增加了在科学、技术、工程和数学领域攻读博士学位的未被充分代表的少数族裔学生的数量。本文概述了该项目以及导致其发展的全校范围的变革过程，并总结了关键成果和过程评估研究结果。非裔美国迈耶霍夫学生攻读科学、技术、工程和数学博士学位的可能性是对照学生的5倍。学生认为最有益的项目组成部分包括奖学金、成为迈耶霍夫项目社区的一员、暑期衔接项目、学习小组和暑期研究。访谈和焦点小组的定性研究结果表明，迈耶霍夫项目在营造归属感和共同身份感、鼓励职业发展以及强调学术技能的重要性方面具有重要意义。在迈耶霍夫学生中，一些高中和大学阶段的因素已成为成功进入科学、技术、工程和数学领域博士项目的预测因素，包括高中研究热情、高中内在的数学/科学动机、大学期间暑期研究经历的数量以及大学平均绩点。文中指出了迄今为止研究的局限性，并提出了未来研究的方向。
